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THE 




onnecting Link, 



mm 



BY 



EMMA MARWEDEL 



MCGILL A WALLACE 

„ PRINTERS, 

1107 e Street 



THE 



Connecting Link 



TO CONTINUE THE THREE-FOLD DE- 
VELOPMENT OF THE CHILD, FROM 
THE KINDERGARTEN TO THE 
MANUAL-LABOR SCHOOL, 










i 

EMMA MARWEDEL 




^A 






Entered according to act of Congress, in the year 1S91, by 

Emma Marwedel, 

In the Office ol the Librarian of Congress, at Washington, D. C. 



INTRODUCTION 



"Oh, how happy this work will make our children; how 
good and how useful they may become to themselves and to 
others through this fascinating initiation into manual 
dexterity ! " 

This was the exclamation of my California friend on first 
seeing these models for the Connecting L,ink. In her simple, 
yet deeply expressive words, spoke the mother heart of our 
great Nation. In them was embodied the truth that "Child- 
hood's happiness is Manhood's blessing." 

We owe our children not simply a schooling, but a happy, 
rounded development of their best capacities. 

Compulsory education will no longer be necessary when 
the school can be made a joy to the child. It is not the toil- 
some, overburdened, dissatisfied school-child that makes the 
best citizen. It is the light-hearted, creative boy or girl who 
has learned in childhood to love work for its own sake that 
becomes the best man or woman in after life. 

The following paper is not offered as a completed theory to 
this point, but as a mere collection of statements, in part 
theoretical, and in part practical. 

The practical part illustrates, descriptively and by draw- 
ings, what has already been proved successful in filling the 
gap between the Kindergarten and the Manual Labor School. 
It may be aptly termed the ' ' Connecting Link, ' ' and is 
meant to be applied as the stepping-stone to a systematized 
development, presenting a logical sequence to the principles, 
method, and occupations prescribed by Froebel in the 
kindergarten. 

Personal investigation and study of the existing labor 
schools in Europe for young children, together with the 
inspiration gained from the reform through extension of play- 
work, have developed the plan of this pamphlet, which 
presents a series of occupations suited to the growing capa- 
cities of the child. The extension of Frcebel's system into 
manual training is being ably promoted in America through 
Hailman's High School, Parker's Normal School, E. Mar- 
wedel's Circular Drawing System and Botany, and many 
other less known methods. The works of Miss Eva Rodhe, 



4 Introduction. 

of Gothenburg, Sweden, and Franz Hertel, of Zwickau, 
present the first stages of the "Connecting Link." They 
are descriptively illustrated. The use of the knife as a tool 
introduces the cutting of stiff paper, bristol-board, and paste- 
board, as an advance from the use of the scissors and soft 
paper. The capacity of the child from five to eight years of 
age is thereby gradually developed to work in hard wood, thus 
forming the introduction to the Manual Training School. 

The merit of both these systematized occupations lies in 
their admirable adaptation to the needs of a school reform for 
children in the primary department. The vast variety of 
illustrations herewith presented stimulates the creative powers 
of the child, and gives rise to endless delight in play-labor. 
The adjoined interesting article by Professor Hirschfelder, of 
Leipsic, will afford welcome suggestions to parents and, 
teachers who feel the responsibility of seeking a scientific 
solution of the higher problems of education. 

P. S. — A year has elapsed since writing the above. A year 
not less devoted to general discussion on our educational plat- 
form concerning the pro and contra as regards the introduction 
of manual dexterity in our public schools. 

While France, Belgium, Germany, including Austria, even 
Denmark and Russia, recognize the Sloyd or Swedish system, 
the original move in this direction, these countries show a 
marked difference in their curriculum of school work. 
Greater variety of work is carried on. Industrial art is fos- 
tered, theoretically and practically, using individual designing 
and ornamental work preparatory to studies of art, while the 
making of apparatus (See Director Alois Bruhns' remarks on 
public schools at Vienna) illustrating problems of natural 
science presents, a not less important branch in manual labor 
schools. '■■- 

The American is a born workman — to be trained into an 
artisan. To become this he needs plastic rest to unfold his 
talents in this direction. The child's critical or negative pro- 
pensities are too much cultivated and fostered (all over the 
civilized world) at the expense of the development of its warm, 
affirmative, and harmonious conception of things. (Die har- 
monisch anschauliche Seite.) 

* Director Bruhns, in personal conversation, complained exceedingly 
about the lack of preparation and skill he experienced in the boys entering 
his classes at the age of 10 or n years desirous of making physical instru- 
ments — a fact that urged the writer to propose paper cutting and wood cut- 
ting with a knife as most admirably adapted to serve as connecting link 
between the kindergarten and manual training. 



Introduction. 5 

In short, intellectual powers are more considered than 
emotional powers, while psychology points to emotional im- 
pulses as the motor forces to abstract thinking-. 

The. kindergarten, or Froebel's system, with its ethical aims, 
acts in strict accordance with these natural laws. It knows 
that without interest, sympathy, or love, the necessary self- 
activity (called attention or concentration) is not aroused and 
no sufficient reasoning power awakened to retain a lasting 
impression. 

Pedagogical insight begins to recognize and analyze these 
effects as the germ period of the coming artisan. 

The first years in school life, less burdening with school 
work, and the most accessible for the application of anything 
that is true and beautiful, have therefore been chosen, and it is 
proposed to continue the dealings with the beautiful prepara- 
tory to industrial art by keeping and cultivating the child's 
taste, creative faculties and skill. 

My last work, "Form and Color," presents another at- 
tempt in this direction as "A Connecting Link." A short 
synopsis of it may speak for itself. It tends to children's 
educational joy, and their judgment goes gratifyingly in my 
favor wherever thev glance at it. 

R. M. 

Sax Francisco, November, 1890. 



THE MOTOR FORCES 

OF 

MANUAL TRAINING. 



The noble structure of earnest devotion to the educational 
needs of humanity stands on its broad platform, unique in its 
reformatory power, under the simple name "Kindergarten." 

Not as a remarkable outgrowth oi the American soil ; but 
in the extent and rapidity of its growth in America, it has 
no parallel. The independence, the generosity, the devotion, 
the wealth, the republican spirit, and, above all, the clear 
recognition of cause and effect of the American woman, 
have promoted this process. 

Hardly two-score years have passed since our venerable 
friend, Miss K. P. Peabody, sent the glad tidings from Europe 
to her sister, Mrs. Horace Mann, oi the work oi the great 
educational reformer, Friedrich Froebel, urging the imme- 
diate introduction of his teachings into this country. This 
demand was met by a few German kindergarten trainers. 
But it was Susan Blow of St. Louis, an American lady of 
wealth and high culture, who first connected Frcebel's edu- 
cational system with our public schools. Capable of per- 
sonally conducting- her free training schools, and, aided by the 
philosophic and practical insight of the city school superin- 
tendent, W. T. Harris, she saw her work crowned by the 
success of sixty free kindergartens at once connected with the 
public schools of St. Louis. The exhibits of kindergarten 
work, and an actual kindergarten at Philadelphia in 1876, 
showed American readiness for the conception of a more 
rational development of the children oi the Nation. Against 
opposition and lethargy, criticism and indifference, the 
highest inspiration and self-denial battled bravely until public 
opinion was conquered by the unshaken mental and practical 
influence of the motherly power in the virgins of America. 
The loving charm of the virgin, her devotion and thorough- 
ness, gave the method of Friedrich Frcebel its foothold, and, 
it is to be hoped, its indestructible power. Even the learned 
teachers in the National Teachers' Conventions consented to 
make room for the work of the live and six years old school 
aborers. Notwithstanding these efforts, it needed ten years' 



The Connecting Link. 7 

hard labor and an outlay of almost a million dollars before 
Mrs. Quincy Agassiz Shaw and her associates succeeded in 
inducing the school board of Boston to adopt the kinder- 
garten as a part of public instruction. It would be erroneous, 
however, to accept the work thus far accomplished as work 
completed. The great truth of a natural human development 
does not end with the kindergarten — it rather begins with it. 

PLAY IN WORK AND WORK IN PLAY. 
No one denies that childish play is not devoid of labor. On 
the other hand, it is generally admitted that play and labor 
are so closely united, in their two-fold nature, that it is diffi- 
cult to separate them. Nay, more, we have learned to respect 
and promote their combined physical effect as a natural re- 
quirement of the child as it is of the man, proving that labor 
does not burden if a free and spontaneous activity is allowed. 
For instance, an artist does not feel his labor to be a burden, 
because his work comes freely and spontaneously to him. The 
truth of this fact is laid down most convincingly in the open 
letter of Dr. Oscar Browning, of Cambridge University, 
England, in favor of Froebel's principles of education. He 
says he noticed the exactness with which a boy was able to 
give an account of the details of a cricket match, although 
it had lasted for hours, and had consisted of many complicated 
incidents, a proof that his power of memory had increased in 
the ratio of his joy, because delight and animation had been 
associated with free mental activity. Thus, illustrating a 
fundamental principle of Frcebel, Mr. Browning continues : 
"If we are obliged to acknowledge Friedrich Froebel's method 
of education and teaching as appealing most to the universally 
ruing laws of nature, then the consideration of a difference 
inage is quite removed, and I see no reason why it should 
not possess equal vitality in our universities." Of all that 
man owes to Friedrich Frcebel, the educational application of 
this principle to early childhood is recognized as most funda- 
mental to its development. It was this development in its 
natural needs which drove Frcebel into the humble hut of the 
peasant mother in Thuringia. Here he found, in the simple 
means of play-work, the childish sympathy of a mother's 
heart yet untouched by artificial impressions, and these 
means, discovered through the impressions of nature, bear 
its character and manifest the fundamental truth. 

Froebel's first play-tools for the baby represent this funda- 
mental truth in form, color, and motion. From this stepping- 
stone he gives a variety of experiences, which, in sympathy 
with childish activity, furnish unconsciously a first and ever- 



8 The Connecting Link. 

lasting conception of truth. The reproduction of these 
impressions as free manifestations of the creative activity of 
the child turned into educational labor presents but the 
embodied logic of Frcebel's system, using the self-activity of 
the child which develops itself from within. 

THE MANUAL LABOR REFORM IN GERMANY. 

Psycho-physiological education brings Frcebel's method 
with renewed force to the front. No leader of a so-called 
" manual-labor school" in Germany (Directoren der Handfer- 
tigkeits-Schulen) fails to regard Frcebel's requirement for 
"knowing by doing" as fundamental to the universal require- 
ment of a reform in all grades of instruction. The existing 
manual-training schools are the outgrowth of Frcebel's princi- 
ples ripened, after the experience of twenty years, into their 
present universal aim. The petition to this end presented 
to the Reichstag in German}- had the full sanction of Prince 
Bismarck, who granted 5,000 marks to the undertaking 
through the minister of public instruction. This petition 
was signed by more than seventeen thousand of the most dis- 
tinguished men of all classes, and was supplemented by a 
special appeal from the commission on school matters of the 
academic association (Die Erweiterte Schul Commission der 
Deutschen academischen Vereinigung). * 

Lectures by men of all classes have been given. Exhibits 
by the teachers and pupils of the different manual-labor 
schools have promoted this cause. 

These labor-training schools, as far as they have been intro- 
duced, are the work of an extensive association for mutual 
support, though the schools, individually, are independent of 
each other. 

Their leaders recognize the necessitv of providing early 
childhood with a well-arranged preparatory course of work, 
fundamental in principle and method to the higher grades, 
in manual dexterity. 

They agree that this preparatory course must be undertaken 
by young, professionally-trained women, whose motherly power 
and cheerful influence will turn the happy school-work 
hours into a continued delight in home labor, thus uniting 
parent and child in work and happy satisfaction. To this 
end the seminary for the teaching of manual labor at Leip- 



*The reports of 'S9 to '90 show a marked increase of teachers taking 
courses in niauual-labor schools, and the same may be said about the 
" Knaben horsts." 



The Connecting Link. p 

sic, under the directorship of Dr. W. -Goetze, has of late 
admitted ladies. The course is a short and inexpensive one, 
and occurs in the season of general vacation. 

The course lasts from April 25th to August 21st, and em- 
braces: {a) Paste-board work; (b) carpentering ; (c) wood-carv- 
ing (Kerbschnitt); and id) metal-work. 

Four English ladies attended this course recently. (Twenty 
ladies went to Copenhagen for the same purpose.) Men 
students, of every nationality except American, have entered 
the course. 

The pioneer worker in manual dexterity, A von Clauson 
Kaas, has opened a similar institution for ladies at Dresden. 
His course gives instruction in wood-work (joinery, wood- 
carving), scroll-work, inlaid-work, and picture-burning on 
wood, in, paper and paste-board work, paper-cutting, and bris- 
tol-board work, pressed- leather work, cork-work, and mod- 
elling. 

The extensive and valuable course of the manual-labor 
school connected with the Vienna public school (Buerger- 
schule) under their enthusiastic director, Alois Bruhns, de- 
mands that the boy of nine or ten years old should possess a 
certain degree of manual skill in order to be able to fashion 
the material with which to experiment. Mr. Bruhns says: 

"Normally endowed children try to busy themselves as 
much as possible, physically, to give reality to their 
thoughts. ' ' 

What else is the play of children than the endeavor to give 
practical expression to their world of thought? When the 
child comes afterwards into the public school, and the in- 
struction there progresses suitably and successfully, this 
endeavor continues, although usually in a more limited de- 
gree, according as the opportunities of instruction permit; the 
child tries to draw, calculates and measures all possible 
objects, and even tries to represent, with the help of its com- 
rades, the stories which it has heard. How often one child 
asks another, for instance, to play Little Red Riding Hood, 
saying, "You be the wolf and I will be Little Red Riding 
Hood." 

When the child gets into the higher classes, where he 
studies the exact sciences, he tries to reproduce at home 
what he has seen at school; he experiments. 

If a child does not do this it is either because of a diseased 
development of the body, or because the instruction has given 
him no clear ideas, so that he becomes discouraged with his 
first attempts, and loses the desire of putting his thoughts into 
practice. It is only success and the attainment of results that 
give encouragement, which finally develops energy. 



jo * The Connecting Link. 

What has been said being admitted, we may assert that it 
instruction is to become more educational, and if it is to wake 
up and develop all the slumbering- powers in the child, if 
must include physical work within its scope. 

This course indicates the limits within which physical work 
should be pursued by whatever pedagogy has recognized as 
the essential and correct thing for the several stages of in- 
struction and education — that is, it has to adjust itself to the 
real and proper world in which the child lives and to give 
practical shape to its thoughts. Instruction in manual dex- 
terity should, therefore, as far as it falls within the time in 
which the child is undergoing school instruction, be strictly 
confined to these limits. Bringing in foreign objects, which 
are not connected with* the work, tears the child out of its 
own world, withdraws it from its unitary development, and 
overburdens it with double mental work, if the instruction in 
manual dexterity does not become a mere mechanical drill. 

The question might be asked here, whether our theoretical 
instruction has any need of being supplemented by physical 
work ? It would carry us too far to answer this question for 
every stage, so we have given in the following only a rapid 
review of the requirements of instruction in the upper grade 
of public schools at Vienna, for industrial purposes, leaving 
out the subjects which contribute only to culture, such as 
writing, singing and athletics. 

NATURAL SCIENCES. 

Object : Knowledge of the most important physical and 
chemical phenomena, based principally upon experiment, 
with continual regard to the requirements of town life , 
knowledge of the fabrication of the most important products 
of industry, with' especial regard to those which are of the 
most importance locally. 

FIRST CLASS — TWO HOURS A WEEK. 

Forms of connection of bodies, cohesion; kinds of solid 
bodies, adhesion and capillary phenomena, impenetrability, 
divisibility, porosity, weight, comprehension of absolute and 
specific weight, density. 

Expansion of bodies by heat, thermometer, expansion of 
water, expansion of air, draughts of air, wind. 

Magnetic attraction, natural and artificial magnets, polar- 
ity, construction of artificial magnets by stroking, distribu- 
tion of magnetism. 



The Connecting Link. 11 

Fundamental phenomena of electricity, electroscope, good 
and bad conductors of electricity, electrization by communi- 
cation and distribution, electrizing machines, leyden jars, 
galvanism, voltaic battery, electric current. 

Bottom pressure and side pressure, vessels of communica- 
tion. 

Air pressure, barometer, siphon. 

Production and propagation of sound, kinds of sound. 

Luminous and non-luminous, transparent and opaque 
bodies, rectilinear propagation and rapidity of light, shadows, 
strength of illumination (depending upon the angle of inci- 
dence), reflection of light, the plane mirror. 

Water, decomposition of water by the electrical current, 
hydrogen and oxygen, chemical decomposition, oxy-hydrogen 
gas, mixture, chemical combination, atmospheric air, essen- 
tial constituents of air, nitrogen, carbon, sulphur; phosphor- 
ous matches ; chlorine, disinfection ; iodine, bromine, ele- 
ments, analysis. 



SECOND CLASS — TWO HOURS A WEEK. 

The subjects of instruction of the first class are reviewed 
with the several chapters, and are carried farther : 

Conduction of heat, good and bad conductors of heat, 
change of forms of aggregation of bodies by heat, melting, 
congealing, crystalization ; evaporation, vaporization, distilla- 
tion, sublimation. 

Magnetic needle, declination, compass, inclination (dip), 
terrestrial magnetism. 

Electrophore, atmospheric electricity; ozone, thunder- 
storms, lightning-rods; the most frequently applied galvanic 
batteries, physiological, thermal, illuminant and chemical 
actions of the galvanic current, galvanoplastics. 

Center of gravity, kinds of equilibrium, stability, lever 
scales; roller, pulley; arbor, wheel. 

Equilibrium and motion, inertia, uniform motion, compre- 
hension of mechanical work, measurement of mechanical 
work, pendulum, clocks, oppositions of motion. 

Propagation of water pressure, hydraulic press ; loss of 
weight in water, swimming, determination of specific gravity, 
hydrostatic balance, arcemeter. 

Air pumps, loss of weight in air ; air balloons, bellows, 
suction and force pumps, Heron's German ball, fire-engine. 

The most important sonorous bodies, rapidity, and strength 
of sound; reflexion of sound, echo, reverberation, harmonics. 



12 The Connecting Link. 

Curved mirror, refraction of light, optical lenses, dispersion 
of colors, spectrum. 

Lime burning, caustic lime; carbonic acid, carbonic oxide, 
saltpetre, nitric acid ; acids, bases, salts (in the chemical 
sense), sulphurous acid, sulphuric acid, phosphoric acid, 
muriatic acid, fluoric acid ; etching of glass, ammonia, sul- 
phuretted hydrogen ; dry distillation, heavier and lighter 
carburetted hydrogen gas, fire damp, safety lamps, coal, 
illuminating gas, combustion, potash ; soda, lye, borax ; silicic 
acid, glass, metals, magnesium, aluminium, clay, porcelain, 
iron, lead, tin, zinc, copper, mercury, and silver, alloys. 

THIRD CLASS — THREE HOURS A WEEK. 

The subjects of instruction of the first and second classes 
are reviewed and carried farther : 

Radiation of heat, sources of heat, heating value of com- 
bustible materials. 

Laws of vaporization, humidity of the air, fog, clouds, rain, 
snow, hail, dew, hoar-frost ; elasticity of water-vapor, steam- 
engines. 

Magnetic effects of the galvanic current, telegraph, induc- 
tion of electrical currents, telephone. 

Inclined planes, wedge, screw, free fall, projectile motion, 
central motion, centrifugal force, water-wheels, grist-mills 
(water-mills and wind-mills). 

Vocal and auditory organs of man, hearing. 

Strength of light, illuminating value of illuminating ma- 
terials ; the human eye, sight, spectacles, microscope, tele- 
scope, photography. 

Getting iron out of the ores, blast furnaces. 

Carbohydrates, spirituous fermentation, spirits of wine, 
spirituous beverages, acid fermentation, acetic acid, vinegar 
making; verdigris, detection of verdigris in foods; putrefac- 
tion and decay, carbonization, fats, glycerine, fatty acids, and 
other important organic acids, stearine candles, soaps, some 
resins, and ethereal oils. 

Tanning, coloring materials, and some of the most im- 
portant colored goods, dyeing, calico printing, bleaching, 
albumens, glues, foods, preservation and falsification of foods. 

(This curriculum embraces the age of 10 to 14 years.) 

SCHOOL REFORMS IN AMERICA. 
The necessity for a similar reform "is felt by the educators 
of America, and steps have been taken in Boston to form a 
National Association of those who believe that extensive 



The Connecting Link. ij 

modifications of the traditional curriculum in the direction 
of kindergarten, tools, modeling, drawing, form, and color, 
cooking, sewing, and elementary science, in most or all these 
branches, are required for the good of both the scholars and 
the schools. 

To this end the association proposes to unify the various 
departments of educational work from the kindergarten up- 
ward ; to study the fundamental principles of education ; to 
originate such a system as shall harmonize methods of instruc- 
tion and training, and make them more effective in public 
and private schools. 

The following-named gentlemen have been elected officers 
of this association: G. Stanley Hall, President; McAllister, 
Melleney, Murray Butler, School Superintendent Edwin 
Sewer, of Boston," and others. 

At the same time it may be mentioned that the following 
resolutions were passed by the convention of German-Ameri- 
can teachers, at Buffalo, in 1885, to the effeel that — 

1. The schools should harmoniously develop the pupil's 
whole nature; his knowledge should be broadened, elevated, 
and strengthened ; his will regulated, and his sense of the 
beautiful encouraged. 

2. Work should be introduced into the school as a new and 
important factor in the attainment of these purposes. 

3. The hand should lead the mind and the mind the hand. 

4. Work should supplement instruction in athletics, and 
serves as gymnastics for the hand and eye. 

5. Work and the school work-bench must ac~t morally on 
the children, and adapt and attract them early to friendly 
and combined working and doing. 

6. Work should serve as a compensation for bodily and 
mental activity, and have a freshening and enlivening effect 
upon instruction. 

7. Work is necessary to the educator for a better acquaint- 
ance with the scholar, and foreshadows more distinctly the 
way along which he should lead his pupil. 

8. By the school's esteem for work the workman's ambition 
will be awakened in the child. 

9. Skillful workmen will be trained, who will be fitted both 
to do a higher grade of work and to demand a higher price 
for their labor. 

10. By the introduction of work into the schools a way will 
be opened for the social elevation of the masses. 

The problem of the continuity of human development in 
its philosophic conception from the Kindergarten to the 
Manual Training School, is of recent date. Our teachers 



// The Connecting Link. 

hardly realize the necessity for a professional training in order 
to teach the alternating culture of the head and the hand. 
This desideratum can no longer be deferred, for it constitutes 
not only the fundamental aim of the desired school reform, 
but is a problem of grave, social, and national economy. It 
presents the question : 

Shall the child continue, without interruption, its three-fold 
development as begun in the kindergarten? 

That is to say, by a self-activity encouraged gradually and 
systematically when the life's habits are being formed, by joy- 
ful creative occupations, which lead "through work to work " 
in its highest moral sense, and this at an age when the whole 
nature demands work ; or, 

Shall we systematically pervert and destroy all that has been 
accomplished by the kindergarten system by failing to form 
and control the child's life-habits through the continuation of 
FrcebeV s developing pi'inciples f 

Shall zve not rather seek for a ' ' Connecting Link ' ' to connect 
the kindergarten with the primary department, introducing 
educational labor methodically and gradually, thus becoming 
the leading nation in this rational reform ? 

The money furnished for industrial education by our wealthy 
philanthopists will not accomplish this work of reform unless 
Frcebel's kindergarten method is accepted as a fundamental 
basis. That means either by elevating labor to its ideal, or 
by merely facilitating and lessening the burden of labor to 
humanity. 

Ruskin and Canon Farrar represent the advocates of ideal 
education in England. Farrar says, in a lecture before the 
' ' London Society of Art' ' : " Each neglect of art, imagination, 
and the creative power of the child as a means of education, 
must carry with it great drawbacks. We give early instruc- 
tion in writing, 'reading, and arithmetic ; but the far more 
important development of feeling and understanding of all 
that is beautiful and true is shown to be completely neglected. " 

It is deeply to be regretted that these valuable opinions 
stand in direct opposition to the growing disposition in Eng- 
land to introduce labor in early childhood as a means of train- 
ing toward mere utility. This might be permissible if it did 
not lead to the erroneous conclusion that the undeniable merits 
of utility do not suffice for the harmonious, three-fold human 
development of the head, heart and hand for which we are 
seeking. This error has misled even prominent disciples of 
Frcebel to see manifested in the Sloyd system and its use, on 
the joiner's bench, the solution of the educational value of 
labor. 



The Connecting -Link. ij 

Similar danger lurks around our own doors. The revolu- 
tionizing principles of Froebel's method have not sufficiently 
permeated our primary development, so as to demand and 
furnish a full course of kindergarten method throughout. 

No doubt our normal schools will continue to respond to 
this need as rapidly as they have begun. Should this be ac- 
complished, the American nation can now hardly realize the 
advantages it will possess in this particular over all other 
nations. 

America offers advantages in kindergarten training that 
are found nowhere else. The German kindergarten system 
admits the student at the immature age of fourteen, whereas 
the American normal-class pupil seldom enters under eighteen 
years of age. This maturity, together with the free training 
and its underlying culture (provided ample time and oppor- 
tunity are afforded for thorough theoretical and practical train- 
ing) afford the greatest inducements to the study of Froebel's 
system. 

The general disposition to furnish the primary school 
department with exercises in manual dexterity (which 
should be nothing else in character but the extension of 
the kindergarten), as before stated, evince the recognition 
of the necessity of training of adequate teachers. 

A special teacher will be needed for the direction and super- 
vision of the primary practice department of every normal 
school. This teacher may instruct the pupils of the normal 
school as well as those who may be desirous of taking a 
special course. The encouragement of a continuance of 
salary during leave of absence would add to the teacher's zeal. 



i6 Tiic Connecting Link. 



THE CONNECTING LINK 



IXTROIH 



KNIFE FOR CUTTING PAPER AND WOOD. 



Comparison and Forms of Contents. 

The folding and cutting- of paper with the scissors is a 
familiar exercise in the kindergarten and develops, like other 
occupations of Froebel, in three directions: in the understand- 
ing of forms of knowledge, or of space and contents, of forms 
of beauty and of forms of life. 

Franz Hertel, director of the Manual-Labor Training School 
at Zwickau, combines this useful occupation with the draw- 
ing from objects instead of special patterns, recommending that 
the result of the child's efforts should be kept in drawing 
books, to serve as an exhibit of progress. 

The new feature of Hertel' s Avork lies in the systematized 
use of the knife instead of the scissors, as in the kindergarten, 
thus forming the intermediate step toward the cutting of 
wood and paste-board. 

Both these occupations afford ample scope to the child in 
the full expression oi form-language, in creativeness and de- 
signing. It should be the chief aim of all play-work in 
early childhood, to afford the child that amount of glee and 
happiness which is its prime right toward a normal healthy 
condition. The attractiveness of the objects and their con- 
nection with the surrounding world in which the child lives, 
the cheapness of the material, and the simplicity of the tools, 
give this whole method an inexpressible superiority oi adap- 
tation as the "Connecting Link between the kindergarten 
and the Manual Training School. 

The beneficial effect of the deductive method on the young 
mind is a practical surprise to the thoughtful educator. In 
clear perception of the simple fundamental knowledge of 
things in a sympathetic playful direction of the older play- 
mate (the teacher), the child, will acquire a wonderful power 
of association of ideas and conclusions. The mental develop- 
ment in the kindergarten is mainly due to the deductive 
process, and will continue to be the source of spontaneous 



The Connecting Link. jy 

inspiration, if continued through the school grades. "Don't 
tell me!" exclaims even the youngest of the young when 
bent on solving some difficulty theoretically or practically. 

Practical Hints. 

Furnish the child with one sheet of white and two sheets 
of stiff colored paper, each of four inches square, with which 
to illustrate similarity and dissimilarity in form and contents. 
The child uses the ruler and knife to separate the desired 
parts. This exercise teaches not only the discriminating of 
shapes and contents, but also of fractional parts. 

While the knife gives easy exercise preparatory to the more 
difficult work of wood-cutting and paste-board work, the 
accompanying chart may suffice to make this system per- 
fectly clear; but for the less experienced the following few 
words of direction may not be amiss, especially as it is in- 
tended to illustrate the deductive method by which self-help 
may be developed in the child. Experiments that have for 
years been made in the writer's own school, prove that this 
method is not only possible, but easy. 

Analytical Comparison. 

Having developed the understanding of a straight line 
which might logically be derived from the previous use of 
the curve (see Emma Marwedel's "Circular Drawing Sys- 
tem "), the square, and the oblong, it will be easy to lead the 
child to a clear idea of the wholes, halves, and quarters and 
the multiplicity of corners and their inside points, called 
angles. 

Fundamental Knowledge of Things. 

Fundamental knowledge of position, direction, and dimen- 
sion, by means of measurement and the accurate use of terms, 
have not been enough considered in their practical value in 
the kindergarten or in our public schools. Modern education 
begins to lay great stress upon the necessity of impressing the 
child with the full meaning of terms and their connection to 
its environment, requiring accurate description and compari- 
son of objects in the child's own words; thus making him, so 
to say, self-training in thought and reason, and preventing 
him from stringing words parrot fashion. 

Exercises in Drawing Lines. 

Lines may be drawn by the use of the ruler, by the aid of 
dots to be connected, and by using the eye-measure only. 



r8 m The Connecting Link. 

Exercises in Cutting Straight Lines. 

It is necessary to follow, first, lines of ruled paper carefully 
with the knife, using the right and left hand alternately, 
to prevent one-handed development. This should be prac- 
ticed until a cut can be made which leaves the edges perfectly 
smooth and straight. 

PLATE I. 

On the whole, it is expected that the following directions 
are sufficient to enable teacher and pupil to produce the forms 
described. If not so, please address Emma Marwedel, San 
Francisco, and the forms will be sent for a nominal price cut 
in stiff paper. 

Do not neglect to furnish two or three harmoniously blend- 
ing papers, and allow tasteful ornaments by drawing. 

i. Exercises by cutting strips of equal size till they are 
perfect. 

2. Use the strips to lay down a figure of four equal 
sides. 

3. Ask name of the figure. 

4. Cut the same number and size of strips. 

5. Produce of them tzuo equally-shaped and equally-sized 
figures of four sides. 

6. Ask name of the figure. 

7. Let similar figures be found in child's environments. 

8. Compare similarity and dissimilarity between the square 
and oblong. 

9. Refer to the general and special qualities in condensed 
and practical terms, and avoid the taught terms, as form, 
corners, edges, angles, etc.* 

10. Draw both figures in a drawing book, marking the 
division by the strips. 

11. Let some of the children state what they see, in all de- 
tails. 



*In my kindergarten and school the clear conception of those qualities 
belonging to all objects called general qualities was experimentally 
realized — (see "Conscious Motherhood and Childhood's Poetry and 
Studies of Life and Form," by E. M., San Francisco, and " D. C. 
Heath, Boston, Mass.) — as having matter, form or shape, color, and exten- 
sion in three directions, taking space, and depending on the law of cohesion. 
Reference to these parts — as general qualities belonging to all objects, and 
special qualities of each object — formed habits, leading the youngest child to 
classification and a logical discrimination between all objects — carrying an un- 
deniable aid to a clear perception of all later studies and to expression of judg- 
ment and thoughts. It is a very strong, yet neglected, demand of Frcebel's 
method. 



The Connecting Link. 19 

12. Compare the expressions and call for the judgment of 
the children upon them. 

13. Have the best statement put on the blackboard by a 
child ; correct spelling. 

14. Have it written in the drawing book. (This deducting, 
descriptive, or Socratic method proved a marked success in 
Miss Marwedel's kindergarten and school — joyful rivalry, 
fostering pleasant animation and critical discrimination in 
judgment and exact language.) 

15. Cut seven equally - sized squares; form them in two 
squares. 

16. What happens ? 

17. Cut three small squares. 

18. Join them to form a square. 

19. What happened in either of these two cases, and how 
much is wanted to form three squares ? 

20. How much of a whole square have you in either case ? 

21. How do we call such parts of a whole? 

22. Have stated what seen. 

23. Compare what is seen in the two figures. 

24. Criticise language. 

25. Correct on black-board. 

26. Draw in book, with best description. 

27. Cut a square from corner to corner through the middle. 

28. Ask name of these figures. 

29. Lay clown a square and an oblong ; compare with one 
and two triangles of the last square. 

30. Have stated what was seen, using the proper names. 

31. Criticise language. 

32. Correct on black-board. 

33. Draw in book with best statement. 

34. Cut square diagonally and once through the middle. 

35. How many parts have you ? 

36. How much does each part present of the whole ? 

37. Is a new form introduced ? 

38. State, criticise, correct, and draw. 

40. Cut a square, its contents consisting of two squares, 
besides leaving how many eighths ? 

41. Cut a square with four right angle triangles, the right 
angles meeting in the center. (Have two sheets.) 

42. Compare the last two squares. 

43. State, criticise, correct, and draw. 

44. Cut four half triangles out of two squares. 

45. Place them in an oblong of paper, divided by a line 
horizontally. 

46. Join the longest side of the triangle middle to middle 
with the horizontal line. 



20 The Connecting Link. 

47. Right angle upwards. 

48. Join another triangle to the left, acute angle to acute 
angle. 

4.9. Join the acute angle of the third triangle with the 
middle of the base of the first triangle laid down to the left, 
right angle downwards. 

50. Join the fourth triangle, right angle downwards, acute 
angle to acute angle to the left. 

51. What forms and how many of each kind do you perceive 
in square measurement ? 

52. How much does each present of the whole? 

53. State relation to each other. 

54. Describe the new form you see. 

55.. Discuss statement, correct, draw and write. 

56. Divide square in two oblongs. 

57. Cut triangle half the size of oblong. 

58. Join its base to the left hand edge of the square. 

59. How many parts do you see ? How do they differ in 
shape ? 

60. Repeat same figure in square instead of oblong, two 
triangles, joining base to base in middle of the square. 

61. Describe the new form you see. 

62. Ask name. 

63. State its contents. 

64. How many parts have you of each ? 

65. State similarity and dissimilarity between the two last 
figures. 

66. Discuss and correct statement, draw and write. 

67. Cut square, divide in two oblongs by horizontal line. 

68. Divide one of the oblongs by slanting cut from the 
right hand upper corner of the oblong to the left hand lower 
corner. (DonH forget that two squares are in operation.) 

69. Describe the new form you see. 

70. Ask name. 

71. State its contents ; compare scalene triangle with right 
angular triangle, oblong and square. 

72. Cut squares. 

73. Cut four scalene triangles. 

74. Place two of them in square with right angles in the 
left side upper and lower corner. 

75. The other two right angles joining to middle of the 
right hand edge of the square. 

76. Construct a strictly opposite figure as regards position. 

77. Compare the two figures in similarities and dissimilari- 
ties. 

78. State parts and contents. 



The Connecting Link. 2T 

79. Discuss and correct statement, draw and write. 

80. Divide square by line horizontally. 

81. Cut one oblong in two scalene triangles. 

82. The other by a horizontal cut. 

83. State difference of forms and contents. 

84. Use three squares always. 

85. Divide by horizontal and vertical lines. 

86. Cut two joined scalene triangles in one piece. 

87. Place middle to middle in square. 

88. What do you see ? 

89. Ask name. 

90. State difference of forms and contents. 

91. Find the opposite of this form. 

92. Compare the two figures. 

93. Discuss and correct statement, draw and write. 

94. Cut a square, divide by horizontal line. 

95. Place an equilateral triangle middle to middle from the 
left hand edge. 

96. Divide the rest of the square into two scalene and two 
equilateral triangles. 

97. What are the contents? 

98. Divide each of these parts in halves. 

99. How many parts have you ? 

100. What part of the whole do they present, fractionally 
expressed ? 

Any teacher will be able to extend these exercises. 

Ornamentation by drawing and harmonious combinations 
on the laws of aesthetics should be educationally considered. 

A dozen sample forms may be received by sending 75 cents 
to Miss Emma Marwedel, San Francisco. 

PLATE II. 

Cutting geometrical forms of stiff paper with the knife, 
preparatory to Industrial Arts. 

Developing : Skill, steadiness of the hand, conception of 
harmony and beauty by models, to be analyzed and discussed, 
leading to free production — excluding dictation or copying — 
power to express that which is seen, by drawing and color- 
ing, and individually spoken and written language. 

Each form composed of three or more colors, the analysis 
of geometrical diversities becomes a very attractive, instead of, 
as hitherto, a dry study, while individual changes offer an 
endless variety to serve as an instructive home pleasure. 

A sequence of Frcebel's paper folding, the observing and 
comparative faculties of the child are directed to an indi- 



22 The Connecting Link. 

vidual construction of certain combinations with the special 
view to harmony and beauty. For instance : 

i. Produce a figure in three colors, forming a large equi- 
lateral triangle, presenting in its centre, likewise, a smaller 
equilateral triangle, surrounded with three scalene triangles— 
the rest of the space divided by six equilateral triangle*. 

2. Produce a figure in three colors, presenting a hexagon. 
How many equilateral, and how many scalene triangles are 
needed, and in what relation stand the two to each other 
to show in the centre a circular form, divided in twelve parts, 
radiating from the centre. Describe the figure. 

Linear divisions of the square, twisted in and out, produce 
charming effects, teaching to ornament the paste-board work. 
Compare the different inventions of the child from an oestheti- 
cal point. A dozen sample forms may be received by send- 
ing 75 cents to Emma Marwedel, San Francisco, Cal. 

PLATE III. 

Cutting ornamental borders of stiff paper with the knife, 
to be used for ornamentation on paste-board work. 

A dozen sample forms may be received by sending 75 cents 
to Miss Emma Marwedel, San Francisco. 



The Connecting Link. 23 

WOODCUTTING 

IN A 

GRADED SERIES OF FORTY-TWO MODELS. 



" Of all teachers who should be visited," said Dr. W. Goetze 
(Director of the " Handfertigkeits " Seminary at Leipsic), 
"Miss Eva Rodhe deserves the first place. She is a 'true 
teacher, von Gottes Gnaden,' as we Germans say. She 
preaches the gospel of a happy childhood, not merely by 
words but by language of the heart which creates life and joy 
where the every-day human being finds only insurmountable 
hardships and impossibilities. Miss Rodhe has proved her 
knowledge of child nature by introducing familiar forms in 
work, representing toys and the forms of life and of its envi- 
ronment, in exclusive preference to dead geometric combina- 
tions, thus establishing a link between the school and the 
home — between labor and enjoyment — whereby the combined 
interest of parent and child is greatly increased. 

Miss Rodhe is the very life-source of the "Connecting 
Link." She kindly furnished the writer with the patterns 
for wood cutting on the accompanying plates, which will be 
supplied as a completed series in wood to schools ordering 
them. 

To those who may doubt the possibility of such practical 
results being accomplished by young children, the writer may 
state that she has seen similar work, made from old cigar 
boxes, in Berlin, at the kindergarten of Frcebel's niece, Mrs. 
Henrietta Shrader, president of the Pestalozzi-Frcebel Asso- 
ciation. 

DESCRIPTION OF THE ACCOMPANYING DRAWINGS. 
General Remarks. 

The figures illustrated in the accompanying drawings are 
a few forms which may be used to illustrate this system, and 
the teacher may invent other forms, those shown serving as 
models. As it is the object of the system to teach children 
the use of their hands in manipulating wood, the figures to 



24. The Connecting Link. 

be made by them should commence with the elementary form 
of nature (a circle), and gradually work up to one more com- 
plicated and composed of several parts, which are loosely 
joined together. The figures as shown are two-thirds of the 
size they should be made. 

Material. 

The wood used should be one which is soft, not easily split, 
and cheap, such as white pine or cedar. The latter may be 
obtained from old cigar boxes, the nails of which are also 
admirably adapted for fastening several pieces of the wood 
together, when any such fastening is required, as they are 
generally round and of the same diameter from head to 
point, and will not, therefore, split the wood. If in any case 
it should be necessary to buy nails they may be obtained at 
hardware stores under the name of "wire" nails. No. 18, 
this size being about the proper length. The wood should 
be planed smooth on both sides, and should be about one- 
eighth of an inch in thickness. In Mrs. Schrader's interme- 
diate class a paste of clay or plaster of paris is put on the wood 
of cigar boxes and, when dry, rubbed off" with sand, sandpaper 
or glass till smooth. 

Tools. 

The most important of the tools is the knife, which should 
have a sharp edge, and, if the age of the child permits, a sharp 
point also, which may be used in making holes in the wood 
when the holes are required to be of a larger size than can be 
made with the awl. A brad-awl, which may be bought in 
any hardware store for a few cents may be found useful in 
making holes fop the insertion of the nails, especially when 
the latter are to be used us pivots upon which parts turn, as 
are the nails in figure 17. The diameter of the awl should 
be about equal to that of the nail, and the advantage of its 
use is that it will make a hole in the wood with less danger 
of splitting it than will the latter. 

Operation. 

The teacher should draw upon the wood the outlines of the 
figure to be made by the pupil, or if the figure consists of sev- 
eral parts, the outline of each part, taking care to have the 
greater length of the figure run in the same direction as the 
grain or fibre of the wood. If, in any case, a hole or recess 
is to be made in the wood, it should be made before the out- 



The Connecting Link. 23 

line is cut out, as there is then less danger of splitting. It 
the hole is intended for the reception of a nail, and a brad-awl 
is not at hand, the nail may be driven in and then withdrawn 
leaving a hole where it has been, and in which it may be 
afterwards placed. If a recess, such as the recess tf , in figure 
9, is to be made, a small hole should first be made with the 
point of the knife and enlarged with the edge. This having 
been done, the pupil should follow the outline drawn by the 
teacher, cutting off the superfluous wood with the knife, after 
which the work may be finished smooth by rubbing with sand 
or emery paper of medium coarseness. If the figure consists 
of several parts, all the parts should be finished as above 
described ; and if any are to be nailed together, the nails 
should be carefully driven in the holes previouslv made for 
their reception. If the nails project through the wood, their 
points should be bent over and rest against the side of the 
wood. When driving the nails the wood should rest upon a 
solid base. Also, the design in paper may be pasted on the 
wood. 

I. — Figures Made of a Single Piece. 

Figure 1. — A circle. The outline being drawn by the 
teacher, the pupil should follow the outline with the knife, 
as above described. 

Figure 2. — Hand Mirror. The hole a should first be made 
with the point of the knife, and the outline then made as in 
figure 1. 

Figure 3. — Egg (ellipse). To be made in the same manner 
as figure 1 (compare circle and ellipse). 

Figure 4. — Square. To be made in the same manner as 
figure 1. 

Figure 5. — Butter Paddle. To be made in the same man- 
ner as figure 2. 

Figure 6. — Parallelogram. To be made in the same man- 
ner as figure 1 (compare square and parallelogram). 

Figure 7. — Head Stone, showing combination of figures 
and 6. To be made in the same manner as figure 2. 

Figure S. — Paper Knife, showing combination of curves. 
To be made in the same manner as figure 1. When the 
pupil is more advanced he may ornament the handle, a, by 
making lines of small holes, b, with the point of a brad-awl 
or a nail. The lines may be made to assume fanciful forms 
or may serve as lines to define the different parts of the figure. 

Figure 9. — Trellis for flowers. The recesses, «, should be 
first made as described, and then the outlines cut as in figure 1. 



26 The Connecting Link. 

Figure 10. — Leaf. The pupil should first cut out the out- 
line as in figure i. When he has done this, he may cut with 
the point of the knife channels, «, in the wood, representing 
the veins of the leaf. It is desirable that the pupil copy the 
different varieties of leaves from nature. 

(This would point out at once the Botanist or Zoologist.) 

Figure n. — Fish. To be made as figure 10, the channels, 
a, representing the markings upon the fins, etc. Small 
depressions, b, may be made in the wood with a brad-awl or 
a nail, as in figure 8, and will serve to outline the different 
parts of the body, while a larger depression, <f, may be made 
in the head with the point of the knife and serve to represent 
the eye. 

Figure 12. — Crocodile. To be made as in figure 11. 

II. — Figures Made of Two or More Pieces of Wood, 

Rigidly Joined Together by Nails, or by 

Mortise and Tenon Joints. 

Figure 13. — Mortised Frame. Two pieces, c and c\ of the 
outline shown in figure 13^, should be made. One of the 
pieces, r, should then have a slot, d, cut in its central portion, 
commencing at its top, while the other piece, c\ should have 
a corresponding slot, d 1 , commencing at its bottom. In either 
case the slot (d or d 1 ) should have a depth (ed or ed 1 ) equal to 
one-half the breadth {fd or fd 1 ) of the piece (c or c 1 ) at the point 
where the slot is cut, and the width {gd or gd 1 ) of the slot 
should equal the thickness of the wood. When the pieces (c 
and c 1 ) are in the position shown in figure 13^, and are brought 
together they should assume the form shown in figure 13*2, 
the top and bottom of each piece being even with the top and 
bottom of the other. 

Figure 14. — Table. When the mortised frame shown in 
figure 13 has been made, a cover, //, may be nailed over its 
upper surface. The cover may be ornamented by holes, /, 
cut with the point of the knife, if desired. 

Figure 15. — Rake. Two pieces of wood (a and b) should 
be glued together (with mucilage if glue can not be had) with 
their fibers crossed. The outline of the rake should then be 
drawn and a series of holes made with a brad-awl in the cross- 
head, r, of the rake to receive the nails, d, which form the 
teeth. The outline should then be cut and that one of the 
pieces of wood, b, whose grain crosses the direction of the 
handle, <?, of the rake from side to side should be cut off at f, 
and broken away from the handle, thus leaving the latter of 
the thickness of the piece, a, while the cross-head, r, is of 



The Connecting Link. 27 

two thicknesses, a and &, the fibers of which cross and pre- 
vent splitting. The nails, <aT, may be now inserted in the 
holes, c, previously made, having their heads on that side of 
the wood which forms the back of the rake. 

III. — Figures Made of Two or More Pieces of Wood, 
Loosely Joined Together. 

Figure 16. — Baby rattle. The outlines of piece c (figure 
i6£) having been drawn, the holes, rf, should be made with 
the brad-awl. The wings, <?, similar to the piece c, except 
that they have no handle, f, should also be drawn and have 
holes made in them ; after which the piece r, and wings, e, 
should be cut out, after which one of the wings should be 
placed on each side of the piece c, and secured by cords, g, 
passing through the holes, d, and having knotted ends, k, the 
cord being loose enough to permit the wings to strike against 
the bod}-, z', of the piece <r, when the latter is shaken by the 
handle, f. 

Figure 17. — Soldier. The piece a forming the body and 
the head, the two pieces, b b, forming the legs, and the two 
pieces, c c, forming the arms, should be cut out, after having 
first made holes with a brad-awl for the reception of the 
nails, d and <?, upon which the parts turn. One of these 
nails, d, passes through the lower part of the body, a, and 
through the upper part of each leg, /), one of which is on 
each side of the body, and has its ends bent over, serving as 
a joint for the legs to move on. Another nail, e, passes 
through the body, a, and arms, c c, and serves as a pivot for 
them to move upon in the same manner as does the nail, d, 
for the legs, b b. A small piece of wood,y^ shaped as a gun, 
sword, etc., may be inserted in a notch in the lower portion 
of one of the arms, while a small depression, such as //, may 
be made on the figure with the end of a brad-awl or the point 
of a nail, and serve to mark the position of the belt, etc. 

Figure 18. — Wood-Sawyer. The piece a forms the body, 
a 1 , log of wood, a 2 , and saw " horse," a 3 . The piece b forms 
the upper arm, and the piece c forms the fore-arm, c\ and 
saw-frame, <r 2 , the recesses, d, in the several pieces <?, /), and 
c, being made before their outline is cut out, as are the holes 
for the reception of the nails e andy; The upper arm, £, is 
fastened to the'body, a, by a nail, e, passing through its upper 
end and through the shoulder of the body. The fore-arm, 
c\ is secured to the lower part of the upper arm, b, by a nail, 
f, passing through the elbow. The saw-frame, c 2 , and 
arm, b, may be thus moved back and forth, causing the latter 



28 The Connecting Link. 

to move over the log a 2 . As in the other cases in which 
nails are used as pivots, the nails, <?, andy^ should have their 
points bent down against the back of the rear piece through 
which they pass, which are, in the present cases, the body a, 
and arm, 6, respectively. 

Figure 19. — Horseman. Two pieces, <?, should be made of 
the shape of the body of the horse, and a piece, f, of the shape 
of the tail while another piece, g, should be made in the shape 
of the horse's head and neck. The head and tail should be 
pivoted by nails, h, between the two sides, <?, of the body at 
its front and rear, respectively, as shown in figure 1% which 
shows one side of the horse and rider separated from the cor- 
responding side, the said nails, //, passing through the sides, 
e e, and through the ueck or tail. The hind legs are each made 
of one piece and each one is pivoted on the outside of one of 
the body pieces, ee, by a nail i\ which passes through both 
the legs, /, through both body-pieces, e, and through apiece, z 2 , 
which is placed between the body-piece to keep them apart. 
The front legs are each composed of two pieces, the piece,/ 1 , 
forming the lower part of the legs, and the piece, j, forming 
the upper part, the two being pivoted together by a nail,/ 3 . 
The upper part of the leg is pivoted to the forward portion of 
the body of the horse in the same manner as the rear legs are 
to the rear portion. 

The rider is also composed of two pieces, k, between which 
is pivoted by a nail, £ 2 , a head, k z , and a piece, k 3 , projecting 
from the lower portion of the body, the free end of the piece 
£ 3 , resting between the body pieces, e <\ of the horse, whereby 
the rider is held on. Each of the legs and arms of the horse- 
man are composed of two pieces, / and l\ and m and m\ re- 
spectively, which are connected together in the same manner 
as are the front legs of the horse, each arm and leg of the 
horseman being attached to one of the body-pieces, k, as shown 
in figure 19//, which is a view showing figure 19c as it would 
appear if it were cut in half on the line x x. By moving the 
different pieces of which the man and horse are composed on 
their pivots, amusing effects will be produced, as will be seen 
by comparison of figures 19*7 and 19$. 

Figure 20. — A figure b constructed as is the soldier (figure 
17), except that his legs are made of two pieces which are 
pivoted together by a nail, has two holes made in the ends of 
his arms, a. Two pieces, c, which are connected near their 
middle by a brace, d, which is attached to them by nails, also 
have two holes in their upper ends. Through these holes, 
in one piece, a string is passed and twisted at c, then passed 
through the holes in the arms, a, and again twisted at e 1 , and 



The Connecting Link. 29 

then passed through the holes in the other piece, c. If now 
the lower part of the pieces, c, be alternately drawn together 
and released, the string will be alternately twisted and un- 
twisted, causing the figure to jump, and forming a jumping- 
jack. 

( The cutting of u 'ood to be con tinned and improvt 'd. Wooden 
samples can be had. ) 



The Value of Instruction in Manual Dexterity as Regards 
Bodily Development and Hygiene. 

A LECTURE 

BY DR. BIRCH-HIRSCHFELDER. 

ABSTRACT. 

I speak as a physician, or rather as a medical schoolmaster. 
The physician looks at the question from two points of view : 
First, as it concerns the physicological development of man, 
including the development of the bodily functions in their 
relation to the mental. This may be called the anthropologi- 
cal point of view. Secondly, he considers in how far instruc- 
tion in manual dexterity is of value for the health)' develop- 
ment of the body. This may be called the hygienic point of 
view. 

Considered anthropologically, instruction in manual dexter- 
ity is pre-eminently adapted to the education of the senses. 
Though the education of the senses is so often advocated, I 
believe its full meaning has not always been fully compre- 
hended. All education rests, from its positive point of view, 
upon practice — methodical practice. The development of the 
organs is promoted by orderly activity. Now, the education 
of the senses has two aspects ; in the first place, it deals with 
the exercise of the peripheral organs of sense, the tools of the 
sense activity. For instance, we can educate the eye to 
measure dimensions better and to appreciate color impressions 
more exactly than is possible to the uneducated sense. The 
hearing, touch, and other senses can be educated similarly, 
but it would be a mistake to consider these gymnastics of the 
senses as the essential part of the education of the senses. The 
sense organ is an auxiliary of our mind; it takes cognizance 



jo The Connecting Link. 

of external impressions, but the impressions are conveyed to 
the brain through the nerves. There are receiving stations 
in the brain for the separate nerves of sense, and these again 
are connected with the central station, where the sense per- 
ceptions pass over into consciousness. In this sense-practice 
the capacity of the peripheral brain stations to act upon those 
which are connected with the activity of the senses is exercised. 
But, of course, there are other connections between the cen- 
tral receiving stations in the brain and those portions of the 
brain which serve as the instruments of the higher mental 
functions. Here a central process takes place in connection 
with the sense-activity, and the sense-impression elaborated 
into an idea at the periphery becomes a mental possession. 
I believe that when the high value of the education of the 
senses is emphasized, this cultivation of the connection be- 
tween the central sense station and those parts of the brain 
which subserve the highest mental functions, is meant. 

We can acquire knowledge in two ways : First, through 
the. word (verbal, symbolic impression) ; and, second, by in- 
spection. Therefore, the aim of the education of the senses 
coincides with, that which is called instruction by inspection. 
The great importance of this method of instruction by inspec- 
tion is very familiar to us physicians. Our medical academ- 
ical instruction will have no other. We can observe very 
frequently how mere verbal knowledge differs from that which 
is gained by inspection. For instance, one may learn a great 
many anatomical facts from a book, but, if he tries to make 
practical use of them, this mere verbal knowledge is found 
immediately to be wholly unfruitful. There are often in our 
classes (and partly in consequence of the whole direction of 
their preceding education and culture) a number of persons 
who are so accustomed to identify learning with verbal recep- 
tion of knowledge, that they have no adequate appreciation 
of the importance of education, by inspection. It is an im- 
portant fact of experience also that even good illustrations are 
no substitute for the inspection of the object itself, but only 
of value in refreshing and fixing the memory of that which 
has been seen. But our experience carries us still farther. 
The exact knowledge of certain relations which is required 
of the physician can not be gained by the mere inspection of 
the natural object or preparation. Manual dexterity must 
be brought in as a means of instruction. It is only by 
the methodical dissection of the natural objecl; that the learner 
gains that certain knowledge of shape and connection which 
fits him again to construct the demolished organism in his 
mind. The conditions are very much the same in instruction 



The Connecting Link. ji 

in manual dexterity. For as the anatomist arrives at the 
clearest knowledge of the natural object by dissection, so the 
scholar learns to know most exactly the obje6t which he con- 
structs. Four stages of thorough knowledge may therefore 
be distinguished : (i) the knowledge of the object from a 
verbal description ; (2) from a natural figure; (3) from the 
inspection of the object itself, and (4) from the personal spon- 
taneous construction of the same. No other means can_ per- 
fect the relationship between sense activity and the higher 
spiritual functions as well as instruction in manual dexterity. 

Instruction has done but little, as yet, for the education of 
the senses. The only sense which has been given preference 
in this regard is that of hearing. Musical culture has not been 
neglected, but extraordinarily little has been done for the other 
senses. There are many more people who have learned to 
hear than of people who can see, who can observe. Right 
here, I believe instruction in manual dexterity can do a great 
work. It exerts muscular activity on the one hand ; but, not 
as in athletics, a combined and more refined muscular activity 
is employed here for a definite purpose. Here also an im- 
portant sense is exercised, namely, the muscular sense. The 
cultivation of skill in a matter which exercises the hands does 
not depend, for the most part, upon the increase of the strength 
of the muscles, but upon the finer cultivation of the muscular 
sense, which always, and, indeed unconsciously, informs us 
what the muscle is doing, and this muscular sense becomes 
exercised in a fine and many-sided way by suitable handwork. 
But in instruction in manual dexterity the sense of sight is 
necessarily exercised in a high degree, much more than in 
the single subject of instruction, which has hitherto worked 
in this direction, i. e., drawing. 

I do not mean by this to question in the least the great 
value of instruction in drawing ; indeed I wish its value were 
more appreciated for the education of the senses in the courses 
of instruction in the higher schools. Nevertheless, I must 
insist that the material essence of the object is more fully 
comprehended by instruction in manual dexterity than by the 
symbolic reproduction in drawing. Here I do not take any 
account of mere artistic considerations, for, of course, in this 
regard no comparison can be made between drawing and the 
production of objects by manual dexterity. A celebrated 
sculptor told me himself that usually the experienced artist 
cannot model a simple object correctly from his memory. 
Making use of a trivial example, he said : "I could not even 
model a boot-jack correctly from my memory. ' ' But I believe 
that if he had made a boot-jack he would be able to model one 



32 The Connecting Link. 

from his memory. This example may serve to show in what 
way I believe that instruction in manual dexterity is of much 
greater value than mere reproduction by drawing for the 
cultivation of the senses, and for that combined activity of 
the senses which fructifies in the favorable development of 
the internal activity of the senses. 

The objection might be made that while it is true that the 
education of the senses is extraordinarily necessary, yet ordi- 
nary life gives of itself so many educational impetuses that it 
is not necessary for instruction to aim especially at this point. 
The first and most special answer to be made to this objection 
is that practice can produce no such effects in any other age 
as it can in the age of childhood ; and that, therefore, putting 
off this education of the senses until a later period of develop- 
ment will entail a loss which can never be made up. And, 
furthermore, it is by no means true that the unmethodical 
exercise of the different senses has any such effect as to bring 
about that adaptation for sharp perception and mental elabora- 
tion of the impressions of sense which is desirable. Simple 
experiments with cultivated and uncultivated men of the 
different classes would demonstrate with surprising clearness 
that very few individuals who have not been exercised me- 
thodically in the proper direction are adapted to receive and 
elaborate the simplest intuitions of space. 

By instruction in manual dexterity the different processes 
of the activity of the senses can be correctly carried on in a 
methodical way. Handiwork, cabinet-making, carving, etc., 
exercise the muscles, and especially those of the arms, in many 
ways, and at the same time give many kinds of practice in 
measurement by the eye. And here also, in addition, the 
higher psychical functions can be acted upon, and attention 
can very easily be called in the course of the work to the 
sesthetical side of the things which are worked upon. I will 
not go any farther into this. I believe you can, from your 
own experience, already supply sufficient material to demon- 
strate that instruction in manual dexterity is in the highest 
degree suited to exercise the activity of the senses methodi- 
cally. And we shall make no mistake in asserting that the 
reaction of such a methodical exercise of the activity of the 
senses upon the higher mental faculties deserves especial ap- 
preciation. 

There was a time when verbal knowledge, culture by words, 
dominated the mental world. The greatest change which 
ever was brought about in the history of mankind has been 
accomplished in the course of the last two centuries, and cer- 
tainly because natural philosophy has been developed in a 



The Connecting Link. jj 

way previously unanticipated. But natural philosophy rests, 
in its ultimate basis, upon induction. Proceeding from the 
observation of particulars (of occurrences under natural con- 
ditions or those determined by the observer), the inductive 
method leads to the knowledge of the natural law. The 
progress of the knowledge of natural law is promoted by the 
broader cultivation of method and by the perfecting of the 
apparatus of observation. Certainly, along with this is also 
to be considered the capacity of accomplishment of the sense 
organs and of the nervous apparatus therewith connected, 
which has been trained from youth and thereby perfected. 
The better schooling of the growing generation «for the in- 
ductive method will be promoted when the influence of natural 
philosophy upon the farther development of mankind is recog- 
nized. Do not expect me to join those who refer all com- 
plaints about the deficient capacity for accomplishment of our 
generation, and its disposition to sickness, to the gymnasia, 
to the so-called overburdening. I do not believe in the over- 
burdening in the sense in which it is many times entertained. 
I do not believe that our higher schools, in general, impose 
upon the youthful capacities absolutely too great tasks. But, 
nevertheless, a relative overloading frequently is produced, 
and that, indeed, by the oue-sidedness of the practice. There 
is a lack of sufficient impetuses of compensation as an offset 
to the requirements which are not in themselves too high but 
yet are always one-sided. This lies many times in the modern 
formation of our lives, in the manner of life in the great city 
communities, in the many accessory claims which are other- 
wise made upon the time of the scholars. There is lacking 
that natural compensation for the evils of pure instruction by 
study which, under simple circumstances, in the country, in 
smaller cities, often comes quite of itself. For this reason, I 
believe, now there is so much the more necessity of empha- 
sizing our duty, since the natural impetus of compensation 
is continually diminishing, to introduce something into edu- 
cation which, while promoting the mental development of 
the scholar, may also at the same time act as a means of com- 
pensation for the one-sided demands of instruction by study. 
I said that the second point of view from which the physi- 
cian regarded instruction in manual dexterity was the hygi- 
enic. If we can look upon three kinds of things as the aim 
of therapeutics in general, in the words of Bacon: "To 
lengthen life, to maintain health, and to heal disease," then 
the second, the promotion of the maintenance of health, cor- 
responds to the contents of what is included in hygienics. 



jj. The Connecting Link. 

If we now ask in what way we can maintain health, there 
are only two ways possible: We can either protect the body 
from evils which threaten it, or we can increase and exalt the- 
re si sting capacity of the body. Every reasonable care of health 
must be developed toward these two directions. The mere 
following of rules which contribute to the protection of health 
would, in its ultimate consequences, lead to the most extreme 
effeminacy of mankind. If such a goal were practically at- 
tainable at all, the absolutely protected man would be deprived 
of the educational good influence which the struggle for exist- 
ence exerts. Important for the public health as is the annihi- 
lation of evils which, for instance, can affect health in the 
dwelling or other environments of man, yet I consider the 
second aim, making the body more resisting to evils, as more 
important for the health of the individual, because this second 
aim presupposes directly also the highest possible activity of 
the man. 

But how does the body and how do the several organs attain 
an exalted power of resistance against evils ? There are three 
momenta which contribute to this. First, the resisting power 
of the single individual. The resisting power of each single 
organ depends upon inheritance, in a certain degree, upon 
the sum of capital which the individual man has brought 
with him into the world, which is due, in a great part, to 
his parents and ancestors. In the second place, this resisting 
power depends upon the nourishment. The nourishment de- 
pends upon the quantity and quality of the means of nourish- 
ment in the widest sense, including the air. But this cer- 
tainly very important factor is not the only determinative 
one ; for, thirdly, the power of resistance is detemined by 
the activity of the organs. Absolutely no normal develop- 
ment can be given to an organ, however well developed, an 
organism which might have the best and most favorable con- 
ditions of nourishment, if this factor of activity be left out. 
Every organism which is inactive, upon which therefore the 
physiological stimulus of activity does not act, becomes stunted. 
If a limb is placed in a plaster bandage it will become almost 
entirely immovable in half a year; if you fasten a muscle com- 
pletely, the muscular substance disappears entirely, and so it 
is with all the organs. We are, therefore, dealing here with 
a relation which in good part is under the influence of our vo- 
lition. Therefore, while our ancestors are answerable for 
whatever sum of life-material we have at the outset, and our 
conditions of nourishment in the widest sense are many times 
beyond our control, yet we can, to a certain degree, promote 
the development of our bodies as we wish by the excitation 



The Connecting Link. jj 

of activity even in the most limited spheres of life. Indeed, 
it may be said, that an excitation of the bodily activity ar- 
ranged according to the end to be gained, and carried out 
in this sense, may even do wonders in conditions of life which 
in and by themselves are defective. It is only in this way 
that we can explain how a great part of the poorer men who 
live under unfavorable conditions of income, and are by their 
circumstances, compelled to a vigorous bodily activity, very 
commonly surpass in health and in power of resistance to 
evils, the spoiled rich. 

In this regard the nervous system acts like the other or- 
gans. Along with the original condition the influence of 
function is a very essential factor, and one of the greatest im- 
portance, particularly at the time of growth. 

There are two extremes which finally produce the same re- 
sult. Perfect inactivity of an organ leads to stunting, but ex- 
cessive strain involves the same danger. Therefore, also lack 
of exercise of the brain in a determinate direction leads to the 
stunting of its capacity of performance. We have enough ex- 
amples of this in practical life that certain individuals by a one- 
sided activity of the brain in a determinate direction can do 
extraordinary things in this direction, while by the neglect of 
exercise in other directions they are in many ways inferior to 
the normal man. One-sided demands made upon the activity 
of the brain must have an especially injurious effect when they 
take place at the time of the greatest brain development. 
Here is often certainly laid the foundation of a diseased weak- 
ness of the brain and nervous system. No connoisseur will 
deny that the characteristic of the disease of our time is weak- 
ness of nerves. And the question has already been asked from 
very many sides what are really the causes of this wide-spread 
weakness of the nervous system, which shows itself in the 
most diverse forms ? Doubtless there are very different causes 
for this, but one factor lies quite certainly in the one-sided- 
ness of the demands which are made upon the nervous system 
at the time of its development. If any one by preference 
make demands upon determinate parts of the brain, and exer- 
cise the nervous system very little in other directions, there 
easily arises from this one-sidedness of the strain a disturb- 
ance of equilibrium which does not prevent the brain from 
producing eminent results in certain directions, but which 
always involves the danger of disease. Now, it may be said, 
that the danger of a one-sided influence of mental strain is to 
be worked against by intervals of rest adapted to the purpose. 
It is indeed quite correct that every rational hygienic measure 
is founded upon the alternation of rest and work. We can, 



j 6 The Connecting Link. 

by continuous muscular practice, cause our muscles to increase 
in volume and their capacity of work to be raised in a corre- 
sponding degree. This increase in mass and this access of 
capacity for work is caused by the muscles in their activity 
receiving more blood than in their rest. Now a removal of 
the detritus, which is produced by the activity and a restora- 
tion of new substance, is only possible when rest follows ac- 
tivity. By an uninterruptedly continuous contraction the 
muscle becomes at length exhausted and lamed. Now, just 
that which can be understood very easily about the muscles 
is true about the nervous system. In regard to this it is cer- 
tainly true that every hygienic measure demands an alterna- 
tion of work and rest. But the best kind of rest (in the wak- 
ing hours) is that in which while the organ involved is recov- 
ering, there is not perfect rest all over', but activity in other 
directions. Evidently the nervous system recovers more fav- 
orably if we do not let absolute rest follow strained, one-sided 
nervous acti\ ity, but occupy ourselves in other ways. And 
when, therefore, any one who is obliged to exert the higher 
functions of his brain continually, and to do this in a sitting 
and quite improper position, wants to have the best kind of 
restorative to compensate for these evils, we can only advise 
him to substitute movement for sitting, and work in other 
directions, and especially work of the muscles and nerves, for 
the one-sided exertion of certain mental activities. 

It may be said that in this regard gymnastics and athletics 
offer the best compensation for the one-sided exertion of the 
activity of study. I do not in the least deny that athletics 
have a great hygienic value, and that the school athletics of 
our generation have had an extraordinarily favorable effect 
in this direction ; and that we would notice yet much more 
the injurious effects of the continually sitting method of life 
of our youth, i'f school gymnastics had not been taken up as 
an authorized subject of education. But athletics is not, from 
its nature, a means which suffices perfectly as a compensation 
in the sense spoken of. Athletics is concerned principally 
with energetic muscular activity. Apart from its influence 
in promoting muscular development itself, this acts upon the 
activity of the breathing, the movement of the heart, etc. 
As these means have a very beneficial effect upon the young 
body, a very valuable stimulation of all the functions of the 
body may be attained thereby. But athletics in and for itself, 
just because it is concerned with energetic muscular activity, 
is not a means which can be applied continually. It can not 
be our purpose to strive for the education of athletes. We 
see that just the highest increase of muscular practice brings 



The Connecting Link. * 37 

again the same dangers as from a deficient practice. It nun- 
be observed at this day that the disposition to disease of men 
with excessively practiced muscles, such as athletes and jug- 
glers, is very much greater than in the average man. Plato 
calls attention to the same fact. I believe, in fact, that 
children from nine to fifteen years of age ought not to have 
more than four hours of real athletics in a week. 

Instruction in manual dexterity stands midway between 
athletics, which excite a too energetic activity of the muscles, 
and instruction in study, with its one-sided activity of the 
central nervous organs. Instruction in manual dexterity in- 
cludes gymnastics, and I believe that certain subjects which 
are practiced in instruction in manual dexterity are also bene- 
ficial in this sense. Joinery, for instance, contains a good 
proportion of valuable muscular practice; but it is necessary 
that in instruction in manual dexterity, as in athletics, as all- 
sided an activity of the muscles as possible should be excited, 
and where that is not possible to the same degree, at least, in 
regard to the groups of muscles which are set in activity, a 
. certain alternation of occupations should prevail. It is, in- 
deed, not to be feared that in the conducting of instruction 
in manual dexterity those peculiar malformations will result 
which are produced by a one-sided position of the body, and 
with which we are acquainted in different handiworkers, as 
in locksmiths, shoemakers, smiths, etc., but these conse- 
quences of a one-sided strain will always induce us to take 
care that all one-sidedness be avoided. 

Instruction in manual dexterity, however, acts in a much 
higher sense upon the nerves than upon the muscles, and this 
is very especially to be considered. It works upon the organs 
of sense, such as sight, muscular sense, taste, etc., which it 
brings into continually combined activity, and it works upon 
the peripheral regions of our nervous system. It might, there- 
fore, be said that purely mental instruction in study exercises 
the central parts of our brain, the finest tools of our mind. 
Manual dexterity exercises the sense apparatus, the peripheral 
nerves as tools of the senses. Athletic gymnastics act essen- 
tially through the powerful excitation of muscular activity. 
According to this, instruction in manual dexterity is .in a 
higher sense gymnastics of the nerves, and, just because it is 
a gymnastics of the nerves, it has an especially unburdening 
effect upon the brain, which has been strained by one-sided 
activity. 

This consequence of the hygienic effect of instruction in 
manual dexterity is at any rate of the highest importance for 
the position of this subject in education. 



j8 , The Connecting Link. 

What I have said may be summed up as follows: 
(i.) Instruction in manual dexterity is a very praiseworthy 
means of cultivation of the senses as the tools of the mind. 
It completes that part of instruction by which the develop- 
ment of those parts of the brain which serve for the higher 
mental faculties are excited, while, by methodical exercise in 
the elaboration of the impressions of the senses, it reacts in 
favor of a harmonious cultivation of the mind. 

(2.) Instruction in manual dexterity promotes sound bodily 
development when a suitable choice of work is made. It 
serves as a counterpoise to the influence of study-work, which 
is connected with mental strain and continuous sitting, while 
by the activity of the senses and nerves it has a diverting and 
unburdening effect; and, at the same time, excites the activity 
of the muscles as a lighter form of gymnastics, which cer- 
tainly does not make athletics superfluous, but supplements 
them in a desirable wav. 



Note. — Among the hygeuic benefits of manual training might be enumer- 
ated the joy of doing what is pleasant in constructing and fashioning the 
product of our own brain and hands. 



Emm and G©Isfs. 



EMMA MARWEDEL. 



FORMS 



2 Tones of Primary, Secondary and Tertiary Colors. 

COLORS 

IN 

24 Tints and Shades by means of the superior Conte Pencils instead of 
Water Colors. 

ILLUSTRATIONS. 

Five Charts — Outlining of Wooden Forms. 
Three Charts — Outlining for Object Drawing. 
Five Charts — Colored Forms. 



The gradual unfolding of a child's innate capacities as manifested 
in its unconscious play, developing into conscious play, and from 
unconscious labor into conscious labor, demonstrates the natural 
process of self-activity in human physical and mental growth, to be 
supplemented by conceiving intelligently and justly those legacies 
brought into the world from ancestry, and by furnishing experi- 
mental activities calculated to cultivate and to revitalize these in- 
herited gifts. 

The Kindergarten or Froebel system aims at this in principle and 
method, but lack of time prevents a full presentation of its educational 
advantages. Practical common sense begins to feel this, and a re- 
vision of Froebel's gifts and occupations, together with practical 
demonstrations by some of Froebel's disciples— as W. N. Hailman, 
City School Superintendent at La Porte, Indiana, and Col. Francis 
Parker, Principal of Cook County Normal School, Normalville, Illi- 
nois — leaves no doubt of the possibility of an organized connection 
between public schools and Kindergartens. The problem of human 



4-0 The Connecting Link. 

development, in its philosophic unity, occupies therefore the thinkers 
of the age, and the question considering a desired school reform 
from a standpoint of social and national economy, is heard in 
Europe as well as here. It reads: "Shall the child continue 
without interruption its threefold development as begun in the 
Kindergarten?" 

That is to say, by a self activity, developing gradually and sys- 
tematically, when life's habits arc formed by joyful creative occu- 
pations, which lead through work to work in its highest moral 
sense. ;ind this at an age when the whole nature demands work ; or 

Shall we systematically pervert and destroy what has been accom- 
plished in developing innate capacities by creative self-activity, 
according to Froebel's developing principles? Shall we not rather 
seek to connect the Kindergarten with the primary department, in- 
troducing creative, artistic labor methodically, thus becoming the 
leading nation ? 

Among the different manifestations in play, Froebel found the 
constructive and creative faculties best adapted to serve in general 
educational development. 

They not only allow the widest scope for individual activity, but 
lead to a close relation to nature, its beauty, and life, and to me- 
chanics and art, 

But neither the skill of the hand nor the training of the intellect 
suffice to produce a complete human being. For this we need finer 
keys to disclose and reveal ourselves to ourselves — keys to open the 
lofty windows, into which streams of higher lights carry the message 
of an universal call. 

A call which, aloof from wisdom and skill, appeals to the life of all 
life — to that which lies within ourselves — "the life of the soul" — 
which cannot be taught by words, but by living in its spirit, It is 
ingrained in the eternal sparks of our existence, born in each human 
being, and is either kept forever slumbering or is awakened and 
directed to life and action. It carries the seed-corn of strength, of 
character, of harmony, of religion, of inspiration and of love. 

As keen as reason may seem in the young child, he thinks and 
judges by his sympathies. Unconscious as they are to the child, 
educational development has to turn them to consciousness. 

Conception of. order, harmony, and beauty, leading to ethics and 
principles are, therefore, embodied in the Kindergarten atmosphere, 
and who has never felt this irresistible power streaming from the 
"littlest flock of the littlest people," affecting the strongest men, the 
most indifferent women, the roughest parents, even the most 
corrupted inhabitants of whole streets? 

It is the spirit of harmony, the spirit of trust, the self-restraining 
habit for the good and the happiness of all ; the working in 
common, which cannot be practiced too much: the dealing with 



The Connecting Link. 41 

the beautiful; — the poetry of nature, which Froebel's disciples 
claim must be continued. It is not what man knows, but what man 
is. Besides, daily proof declares that Froebel's system saves from 
one to two years in the curriculum of public school life. 

The crowned success of Froebel's system in America and else- 
where gives proof of the unselfish enthusiasm, culture, and educa- 
tional capacities in women; but in spite of it, Froebel's principles 
of " The Education of .Man" are still kept in his offering hands. 
His spirit in full has yet to come. For this purpose the home and 
the school, man and woman, have to unite in work and aims. 

from this standpoint the following may he kindly accepted and 
judged. It resulted from the earnest request of three enthusiastic 
workers for childhood's happiness and justice at Boston and Wash- 
ington. Their request was — "give us the detailed and practical 
description how to use your form and color system. We need it." 

AVOODEN OUTLINING, 

In its Possibilities of Intellectual Development. 

The higher or lower grade of a clear perception is only proved 
by reproduction. 

The young child lacks the use of descriptive words long after it 
has formed a clear perception of the thing itself. 

Froebel used this fact educationally. In nourishing the child's 
constructive and creative faculties he not only diverted its destruc- 
tive tendencies, hut offered means to give expression and to prove 
impressions at a period when all further intercourse between the 
educator and child would fail, and neither its muscular nor visual 
powers suffice for <lr<itrin</, of which outlining is but the coarser 
attempt. By outlining, the child develops earlypowers of attention 
and concentration of thought ; perception of diversities in form, size, 
number; of an object as a whole ami in its parts, and of t hose objects 
of which clear impressions are educationally wanted. It develops self 
education of the will through the hand, and via versa, by trying to ac- 
complish perfection in reproducing the true and the beautiful. Ex- 
periencing the usual expressions needed for clear understanding of 
facts and things, concerning position, direction, measurement, and 
number, it is led to perceive the relation between two things for com- 
parison, the chief handle in Froebel's developing method. The use 
of this method, starting from the known to the unknown, oilers 
ample means to direct reason and independent thoughts to a series 
of simple and graded facts, by wooden outlining, evolving faculties of 
judgment and clearness of conception of a superior order. 

The net on drawing paper being almost abolished abroad, and in 
many places here, on account of injury to the eyes, some prominent 



42 The Connecting Link. 

Kindergartners have likewise quitted the net on tables, to bring 
about a greater use of eye measurements. The assistance found in the 
circular measurements lias therefore been greeted with enthusiasm. 
The use of forms illustrated in I, chart 1, proceeds strictly in grad- 
ually increasing diversities. 

There is no surer means of gratifying the minor germ with a 
higher sympathy for life than by children's stories — the timber of 
the soul joining soul to soul by poetical waves, that carry, like a 
soft breeze, murmurs of childhood's simplicity in words and actions. 
They must present nothing strange, nothing artificial, but utmost 
delicacy in form and thoughts, fragments of beauty, of harmony 
and faith. Yet one must have all that in one's self. We may de- 
ceive man. but we cannot deceive the child. We are told that chil- 
dren are born lawless. Look at our reports of the most depraved 
ones in our Kindergartens. How soon does their assimilation with 
the si ent growth of kindness and righteousness bear fruit and flowers 
of utmost delicacy ! Is it that we have turned their visions back to 
the black side of life from which they came? Therefore, tray, picture 
but the good and live in the beautiful. 

To accomplish this, the imaginative powers of the child should be 
connected with its reproductive faculties. The use of blocks and 
sticks, in spite of their great merits, prove inadequate, by placing the 
"curve," — " the line of beauty" — out of reach of contemplation. An 
effort has been made to overcome this by introducing a combined use 
of hemisphere, ellipsoids and rings, giving possibilities of producing 
copies of objects of life size, which, when supplemented by attractive 
coloring, furnish the desired culture in the use and tin combination of 
colors. 

Aside from this, opportunity is offered to counteract the one- 
sided use of straight lines and combinations of lifeless geometrical 
forms, to the neglect of the life-awakening and life-presenting forms, 
leading to the perception of nature in its charm and beauty. The 
young child measures each outer experience in relation to itself. It 
lives and judges in personification's, in the poetry and great brother- 
hood of all things; especially, of all Heine/ things. Its whole being 
strives for knowledge of nature. Actual responsible care of animals 
and plants should be called indispensable to a rounded moral and 
physical development of a human being. The experience the 
writer gained by laying out nine school gardens, situated from the 
Atlantic to the Pacific coast, to serve educational and botanical pur- 
poses, proved a great success for the youngest child as well as for the 
adult. Discussions for the establishment of school gardens, which 
took place last year at Boston, may therefore be greeted with hearty 
applause as one of the most beneficial progressive steps in education. 

The following charts aim to direct the child's attention from the 
beginning to elements of natural sciences, offering a methodically 



77ie Connecting Link. 43 

arranged series, which, starting with the circle, advance from the 
simple rounded fruit to vegetable forms, manufactured objects, and 
animals, used with circular sewing cards, modelling, and drawing 
in colors. 

Wooden outlining, by the improved forms, furnishes the desired 
means to complete objects true to their size and appearance. It is 
a vast difference between fostering the child's imaginative faculties by- 
material unadapted in its uncompleteness for reproduction, thereby 
preventing it from ever reaching the truth, or to furnishing possibilities to 
find truth for the sake of ham ing to love and seek truth as such. 

The charts present but hints. The study of " Conscious Mother- 
hood," of " Childhood's Poetry and Study in the Life Color and Form 
of Nature," in the" Connecting Link between the Kindergarten and 
Manual Training." and "A System of Child Culture " (the latter free 
of charge) are earnestly recommended. 

Note— Send for copies to D. C, Heath Publishing House, Boston, 
Mass. ; John S. Lockwood, 47 Franklin street, Boston, Mass., and 
Emma Marwedel, San Francisco, Cal., or Washington, D. C.,513 12th 
street, care of W. Burchard, Esq.; George Philip & Son., Publishing 
House, 32 Fleet street, London, England; George Winkelmann's 
Sortiments, Buchhandlung, 2 Spittelmarkt, Berlin, Germany. 

I. Chart 1.— Outlining in Wooden Hemispheres. 

The Curve as Comparative Measurement. 

Adaptation to Cona ption. — The hemisphere contrasting the 
sphere; the sphere contrasting the circle; the circle, as standard 
measurement, contrasting the forms presented on chart. Similarities 
and dissimilarities presented. Their relation to each other. 

Direction for Use. — Have sphere modeled same size of hemisphere ; 
cut in halves by wire; compare before and after cutting. Draw no 
objects on blackboard to be copied except for comparison. Guide 
to reason and cause and effect. Provide real objects. Analyze 
their outlines. See Conscious Motherhood ; " the nursery "; the sand- 
table ; the solid balls; paper circles. Illustrate change of form by 
soft rubber balls. Offer at first to all children equal number of 
hemispheres for making circles. Change for more or less numbers 
to effect differences in sizes of circumferences. Draw circles 
around each figure presented on charts; observe existing deviation 
between circle and figures. 

Figure 1 — Circle. — Bring the circle to conception of the children; 
compare with solid rubber balls. 

Methodical Making of the Circle. — Use forms giving views of the 
circle — as bottles, lids, rings of different sizes. In making the circles 
the child may at first use the described manner ; then compasses, 
and later, eye-measurement. 



^ The Connecting Link. 

1. Finding the center of a piece of paper or the center of a figure. 

2. Marking the center with a dot. 

3. Placing a ring or circular form on the paper, center to center. 

4. Tracing the circular form with pencil to bo done with the left 
hand, as well as the right. All these exercises practiced on slates 
and blackboard. 

Figure 2 — Orange. — Press rubber ball top and bottom; observe 
change of form. Compare circle and the grown orange. Taste, 
smell and touch it. Cut open. Observe inner construction — flesh, 
juice, seeds, pores, oil and color of skin. If possible, show flowers, 
branches and leaves, and different stages of ripeness of fruit, 

Describe beauty of orange groves. Tell stories and teach simple 
rhymes. (See" Conscious Motherhood.") Have orange modeled life 
size, and colored. Use sewing cards simultaneously with outlining. 
Introduce peach, to observe difference in form, showing but one in- 
dentation, and inner construction as stone fruit. 

Figure 7 — Apple. — Make two indentations on rubber ball. 

Show change of form. Compare carefully inner and outer con- 
struction of orange, peach and apple as suggested. 

Figure5—ihe Grape ; 6, the Plum : and 8, tin Pear. — Compare these 
with stone fruit, with fruit of kernels. Present different specimens 
of fruit. Compare and deal with thorn in prescribed manner. 
Bring specimen of each kind. Boil, and compare difference with 
dried, canned and sugared fruit, When able, let the child draw 
the outlines. Point to the beauty and taste of fruits ; speak of the 
delight it gives, and God the Creator. 

Figure 3 — The Egg. — Compare the circle with the egg-shape in 
form and appearance. 

Compare the egg with the plum. Point first to similarities, then 
dissimilarities in form, color, size, weight, as general qualities be- 
longing to all objects, followed by similarities and dissimilarities of 
special qualities. Break the egg. Have told what is known. Do 
not tell ; do not meet the child with your own explanation. Wait 
till next day for child's answer. Give ample time for self informa- 
tion, the best teaching you can give, even if the investigation of the 
egg should take a week. 

Identify the egg, as a centre of life and growth, with the germ of 
the plant, Speak of baby seed in the flower as well as in the egg; 
that their little brother was but another yet more beautiful baby 
seed. Impress the difference between life and dead matter — human 
life, its love and obligation. (See Con. Moth.) Observe germina- 
tion by putting seeds on blotting paper, between cotton, two panes 
of glass, in boxes of sand and sand table. Make the care of the 
growing plants in sand table a reward, as in San Francisco Free 
Kindergartens. Furnish each child with a flower-pot to take care 
of. Guide to a religious poetical conception of plant life, as this brings 



The Connecting Link. /j 

higher moral value to the child than all learned dissertations in 
after years. Refer to the striving for perfection in plant life, to 
serve and to give. If possible, have some birds or a hen hatching 
its eggs. Observe the whole process of incubation reverently. Point 
to the self-negation shewn in the mother bird's care. 

Figure 4-, the potato; 9, tht tomato ; 10, the corn. — Compare as usual. 
Point to the short yet useful life of vegetables. Plant potato; 
observe germination. Model the objects, from life, color, and, if 
possible, draw them. (Sew sewing cards.) Be careful in choice of 
natural colors for object-. 



I. Chart 2.— Outlining in Ellipsoids. 

Illustrating similarities and dissimilarities of form, color, size, number, 
position and direction. 

Adaptation of Conception. — Comparative difference- observed in 
form, color, size, number, and names of things give a knowledge of 
facts, without which no perception of one object nor any compara- 
tive judgment between two things can take place. 

Direction for use. — Begin with what the child knows, and add grad- 
ually and carefully what he may know and should know. Never 
tell, but slowly deduct. 

Figure 1. Find out what knowledge the child has of form, color, 
size, number, position, and direction, and distance measurement. 
Give names if necessary, but preference to the crudest individual 
description of the child. Have the forms discussed, of what they 
were made, by whom, and for whom. 

Figure 2. Describe what is seen in form, color, position, direction, 
number. Separate and change figures — increase and decrease of 
size and appearance. Compare with previous figure. Describe 
difference of size. 

Figure 3. Describe what is seen, etc., and compare in the same 
manner figures 4, 5, 0, 7, and 8, offering the same exercises in variety 
of appearance and increase of number of ellipsoids. 

Be exact, not allowing the child more ellipsoids than are succes- 
sively presented in exercise. Encourage two or three children to com- 
bine for work in common. Be liberal in changing colors to taste. It 
is a grave educational fault to over-feed the child with quanities of 
educational means instead of giving experience of its own resources 
b}^ doing great things with small means. 

As soon as possible let one child give dictation to the class. Let 
the children agree among themselves about terms they wish to use 
for the points of connections on ellipsoids and rings. The obser- 
vation of an almost yearly change of these terms, especially in the 



j.6 The Connecting Link. 

dictation for forms of the fourth and fifth gift, affords much psycho- 
logical interest; not less the exactness with which these terms were 
kept, and the sharp criticism directed to clear, precise language among 
small children — a point greatly undervalued in pedagogy, yet 
fundamental to each branch of learning, for construction and 
expression of thoughts. Dictation of oiu child to three other*, in 
block-, stick-, tablets, and rings, starting from the centre, extended 
by the four corners, with their intermediates, serving as a weekly 
exercise in common, frightened not seldom the untrained normal 
scholar, m spite of high school, college, and even university learning 
— their rivals being children from nine to ten-and-a-half years of age. 
Figurt 9. — Observe new elements. Describe what is seen in form, 
color, size, etc. Point to similarities and dissimilarities between 
figures 8 and 9. Ask the child of what the figures remind it. Re- 
quest the child to bring flowers next day whose petals grow similar 
to positions of ellipsoids in figures S, 9, 10, 11. 12, 13. Compare 
colors of petals with those of ellipsoids. Expect plainest, individual, 
but distinct language in describing. ^ Analyze each figure. Figures 
14 and 15 suggest free use of combining hemispheres and ellipsoids. 
The sewing cards furnish patterns for flowers and leaves. Let the 
child combine them with stems imitated by hemispheres. Have the 
whole drawn, and if well done have it colored. 

I. Chart 3.— Outlining- in Ellipsoids of Objects in Life Size. 

Adaptation to Conception. — Observing the young child's tendency 
to content itself with small things, we experience not less the diffi- 
culty to provide it with a clear perception of comparative measure- 
ment between small and large objects, sufficiently observed by 
having described real objects or pictures. — (Prof. Stanley Hall and 
City Supt. Greenwood.) 

Notwithstanding the moral obligation to satisfy the child's 
natural craving for, wanting and knowing the truth and to supple- 
ment its imaginative faculties, the practical need of teaching right 
seeing is of no less weight. 

The chart presents, therefore, by means of outlines, some objects 
familiar to each child, which, though they may differ in form and 
size, suggest the normal appearance of known things. Their ap- 
pearance more or less corresponding with the real thing remembered 
by the child, opens, when described, discussed, or on trial for repro- 
duction, an unsurpassed opportunity for a lasting conception by 
experimental activities, so much more valuable at a period when a 
reproduction of pencil lines would be impossible. 

Direction for Use. — Discuss form, size and use of the object. Ana- 
lyze its outline-, its relation to home-pleasure and comfort, and the 
material it is made of. Let the child describe the form and 
color and size of the same objects used at home. By this they will 



TJic Connecting Link. 4.J 

become observant of all they see at home. Show, if possible, coffee, 
tea, chocolate and sugar in their raw state and prepared for use. 
Speak of milk in its great usefulness and benefaction to man. 
Point to the dependence of man on animal and plant life. 

Man's Obligation /<> Care for Animal and Plant — This opens a wide 
field to satisfy a child's inquisitive sympathies with its environments, 
which will last for ever. If these forms are too difficult to copy, 
take a simple mug, a simple cup, to begin with. Draw them in 
lines on the blackboard, to be copied in wooden outlines, or cut 
these forms in paper, letting the children place the ellipsoids around 
the edges. Let the children propose what they desire to copy. 
Dictation of one half the figure may be given, while the other half 
is copied to complete the whole. Have the figures drawn and 
colored by the teacher on the black-board. 

I. Chart 4; Outlining of Objects to be Enlarged in Size. 

Adaption to Conception. — It has been heretofore an educational 
aim to observe and compare measurement between one or more ob- 
ject-, while it is the object of this chart to lead to enlargement of size. 
The objects, simple in outlines and construction, are familiar to the 
child and allow any reasonable degree of enlargement, The exer- 
cises consist in finding equal extension in height and width of the 
objects to be enlarged. If the child proves practical capacity, and 
a clear understanding of how to reconstruct the forms presented, its 
sense of forms has greatly increased. 

Compare objects on chart in the described manner. Discuss 
shape, use and material of the objects presented. The ideas of the 
exercise as intended, demanding independence of action, delight 
each child. 

Direction for Use. — Disturb the child as little as possible in its 
individual conclusions to reach the goal. The power to solve cause 
and effect by reason, pays highest in the market of life, and marks 
" the self-made man and woman." Actual labor, to overcome diffi- 
culties, strengthens this power; it forms characters by force of will, to 
which the power of brain stands but subsidiary. For this reason we 
want labor in our primary schools as we use it in Kindergartens. 

I. Chart 5.— Outlining in Ellipsoids, Presenting 
the Liine of Beauty. 

Adaptation to Conception. — We know of the existence of Academies 
of Pottery among the Greek and Romans, proving that the harmony 
of proportion admired in the work of the ancients resulted from 
submission to the studies of laws of harmony. 

Our time has still to obey these underlying laws of beauty and 
harmony. Unable to surpass their perfection, we use their models 



4:8 The Connecting Link. 

as types of a noble grandeur and simplicity in outlines, with deli- 
cate touches of a true conception of the idea of things, showing a 
spontaneous individual originality as outgrowth of a poetic and 
symbolic conception of nature and its beauty in plant-life. Unfortu- 
nately, our ago lias given way to a submission to changing fashions 
and their tyranny. A number of superfluous decorations are used to 
hide the lack of simplicity and beauty in outlines. To counteract 
this condition, especially at the first period of childhood, is an im- 
portant educational obligation. 

My own experience of the educational effect of familiarizing chil- 
dren quite young with the ideas of the beautiful, has been surprising. 
The "Bilder Atlas," a companion to Brockhaus' Encyclopaedia, 
illustrating the history of culture and art, impressed children, 
again and again, with renewed interest and joy, leading to the 
request for books to satisfy their interest more extensively, while a 
series of the "Munchner Bilder-bogen " (the Munich Picture Sheets), 
illustrating the history of culture in Egypt, Greece, and Rome, 
were chosen on rainy days to fill the recess hours with the sunlight 
of intelligence and broader conception. 

The successive collecting, the cutting out, the arranging, and 
classification of objects uniting the pupils, the students of the normal 
class, and the teachers in labor in common, produced a wonderful 
educational effect.* 

Direction for Use. — Proceed in the described manner, compare 
one form with another, refer to use, material and the value we 
attach to the models and their origin. Let children describe their 
vases at home. Let each child give reason, if it can, why it prefers 
one shape for another. If there is a collection at hand, show speci- 
men of art from the most primitive to the artistic. 

I. Charts 6, 7 and 8. Outlining of Three Birds. 

Adaptation to Conception. — In the same degree as drawing becomes 
recognized in its educational value by furnishing means to analyze 
in lines, recrystalizing and reproducing previously received im- 
pressions, the opinion grows that these exercises should accompany 
our first teachings. For this purpose Froebel proposed outline-draw- 
ing by wooden sticks. If charts 6, 7 and 8 brought outlines of a 
snake or a fish, it would have seemed more practical; but having 
a methodically arranged series in view, the birds were chosen only 

* The playroom walls at San Francisco being without plastering, were covered 
by cotton muslin, imitating brown arches, with inlaid panels of scarlet muslin, six 
by two and a half feet. These panels contained a series of artistically arranged illustra- 
tions, consisting of thoughtfully collected and cut-out pictures from periodicals. They 
presented on these panels the stone period, architecture of Egypt, of Greece, of Roman 
and of modern times. Also the living of human races, and presentations of the beauti- 
ul and numerous scenes of animal and human life, etc. 



The Connecting Link -fg 

because they present birds' life. The existence of birds, their rich 
and wonderful practical plumage, their swift flight, their nests 
as homes, their frugal habits, their artistic skill, their hatching their 
lovely songs, make them refined friends of man, especially of chil- 
dren, and no teacher will fail to enlighten and elevate the latter 
with an endless variety of bird stories. 

They were chosen in reference to the striking difference in their 
way of living ; so striking that the mere feather, bill, or claw of a 
bird tells a child, by reason, how he lives and where he lives, lead- 
ing it, unknowingly, to classification. There are no creatures offer- 
ing better exercises for comparative observation (Froebel's chief 
factor of development by self-activity) and reasoning than insects 
and birds, the latter preferable at the beginning. 

The feathers, bills, and claws collected by the children for our cabi- 
net were the open books, and, we read many others of similar kinds, 
which could be read with delight at any free hour, with or without 
teacher, long before they had to overcome the stumbling-blocks 
of " spelling hard words." They read about them in the birds' own 
hieroglyphic language with the very first freshness of childhood, at 
a period of life when their sympathy for things they love is greater 
and fuller than it ever will be afterwards. Not by intellectual, but 
by emotional forces, is the ethical power of human developments. 
" Cabinets. — That is a collection of things brought together by the 
interests of the children and their friends, and should be in every 
Kindergarten and school room. A shelf with some pigeon holes, 
bought second-hand, can be painted by the older children with de- 
light, We made our arbors, painted them — did the garden work, 
the watering, and Friday gave the pleasure of a general weeding and 
cleaning-up day in our large vegetable and flower garden and cozy 
palm grove; furnishing work in play and play in work. Every 
gift to the cabinet was labeled and placed by the children. Seeds 
filled in bottles (they crossed the plains from Washington, D. C, to 
San Francisco), wood polished and unpolished — stones, shells, bee- 
tles — butterflies and cocoons raised by the children ; all kinds of furs, 
of samples of cotton, linen, woollen, and silk goods were kept. They 
served to illustrate or explain at any moment what seems desirable to 
be observed. Certain days offered the privilege to appointed children 
to select any object of which they desired information. This spon- 
taneous answering to which the child loves to know, Dr. E. 
Seguin calls " the only way to furnish lasting instruction." Self- 
instruction is much undervalued. This expressed itself in rather a 
cute manner among my pupils, ranging from six years and up- 
wards : self-instruction demanded a magnifying glass, each child 
one for itself. For this reason they made it a desired gift among 
their birthday presents. 



50 The Connecting Link. 

Plants fresh from the children's garden brought in each Monday 
morning furnished oral, written, and drawn explanations of " what I 
saw." Here the children of the Kindergarten and Primary Classes 
relied in earnest on their microscopical investigation, u to be sure I 
saiv rightly" thus developing character by self-reliance, steadiness, 
exactness, reverence, seeking for and living in truth. 

Direction for Use. — Analyze outlines. Compare the characteristics 
of the three birds by general appearance and shape of limbs. Have 
them copied by wooden forms. 

Instruction in natural history without object drawing is no Longer 
permitted at any stage of development. Outlining as presented is 
the beginning of it. 

The possibility of drawing and coloring botanical objects has been 
demonstrated for years at my Kindergarten and school at San 
Francisco. 



The Co7inecting Link. 5/ 

MATERIAL. 



1. Hemispheres in one Size.— Three-fourths an inch diam- 
eter, in six primary and secondary colors: in wood color, 
black, brown, and gray. 

2. Ellipsoids in two Sizes.— One and one-sixteenth inch 
in length, of similar colors to hemispheres. 

3. Whole rings in three Sizes.— One and three-eighths 
inch in diameter, one inch in diameter, three-fourths inch in 
diameter, in twenty-four colors, in two shades of primary, 
secondary and tertiary colors— black and wood color. 

4. Half rings in three Sizes in same colors. 

5. The Superior Conte Pencils in twenty-four colors, cor- 
responding with the colors of the rings. 

6. Five illustrations on charts 12 by 18, of outlining life-sized 
objects and directions. 

Three similar charts, presenting outlines of objects of natural 
science and directions. 

Five colored charts, furnishing gradual exercises for original 
combinations in form and colors. 

The charts illustrate visibly and descriptively each advance step, 
sufficient to enable a most inexperienced teacher to use them in giv- 
ing lessons in outlining, drawing, and coloring. 

The Conte's pencils, used for years in my own establishment, fur- 
nish the finest colors in the world. They produce faultless combina- 
tion in delicate tints and shades.* They consume less lead, 

*A well-kuown manufacturer of pencils would not recognize a drawing as done 
by pencil. 

Note. — I drew some years ago, at Washington, two Greek patterns on the blackboard. 
They were compared, and at the close of the inventive drawing lesson almost all of the 
forty children, ranging from five and a half to thirteen years, had invented one or two 
charming patterns a la greque, still in my possession as relics, proving the natural 
artistic creative capacities of childhood. 

I remember a boy, Charlie, nine years old, of San Francisco, who, not quite 
well, had to leave the drawing lesson on Friday. He asked for his drawing-book to do 
some little work at home. Monday morning, returning his new book, it was filled to 
the last page with a variety of most charming designs, each in turn worthy of practical 
use. He was a high-born pattern designer, but he said he had to become a clerk in a 
bank. 



^2 The Connecting Link. 

and excel in not breaking- if cut carefully. They are of equal 
expense with other 'pencils, while the educational advantage of 
working with the more delicate pencil lines instead of dab- 
bling with water colors at such an early age is apt to be over- 
looked. In short, they solve in an unsurpassed degree the possibility 
of a general introduction, admitting the justified objection of our 
teachers in public schools, against the water colors. Give our highly 
gifted, enthusiastic childhood the chances. The results will surprise 
the age. 

CONCLUSION. 

Clnlrthoo(Vs Joy — Man's Cirilizer. 

No epoch of culture can be judged without reference to its under- 
standing of form and color. The clear perception of simple grandeur 
among the Greeks, the artistically original creation of their mytholog- 
ical statues, and the harmonious perfection of their bodies, show an 
insight into the relations of form which causes astonishment to our 
cold, mathematically-artistic, imitative age. Still, we must admit 
thai the sense of form is to be regarded as one of man's strongest 
natural gifts. 

Form is the first language which becomes intelligible to the child ; 
it is the most impressive, the most indellible, because it falls on 
the yet unwritten page of his soul, as the first means of development 
which leads him from the unconscious to the conscious state. 

In most cases a simple ring, a point in which the child dreams 
over again the chief events of days and hours, is sufficient for the 
child's observant eye. In spite of these hints of all means of edu- 
cation, nothing has been left more to chance than an early compara- 
tive understanding of form and color; and with this an early feel- 
ing, seeing, and understanding of the beautiful and orderly in 
our surroundings , and in nature. Therefore few are capable of 
using form as an expression of ideas, a thing in which the ancients 
and primitive nations were and are so far in advance of us. Why 
should this be? Because there is a notion that an understanding 
of form is a special power, not a general, one and as an individual 
gift seldom found. Yet this view is decidedly contradicted by natu- 
ral art industries among the Swiss, the folk of the Tyrol, and of 
Thuringia, and Bohemia, as well as many primitive nations. 

The simpler and more intense is an expression, and the oftener its 
repetition takes place in animating change, the more permanent 
are the healthily educational effects on the child. 

The outlines of the simplest forms of Nature which surround the 
child are therefore earliest comprehended by him, and first awake 
the wish of imitation. The child sees in the ball the round apple 
and at the same time tries to recognize the difference between them 



The Connecting Link. jj 

because he is fond of them both. Educational guidance has to 
avail itself of this. 

Professor Virchow recently stated before the Anthropological 
Society in Berlin, that he was obliged to recommend his young- 
students color studies at the beginning of each fresh term, as he 
found them incapable of distinguishing red, blue, or brown, in 
black ; or yellow, white, or green, in grey. So important did this 
shortcoming appear to him for the totality of human culture, that 
he petitioned the Reichstag as to how 7 this could be avoided. The 
state of affairs seems still more grave when celebrated oculists inform 
us that in schools, especially elementary ones, the perceptive under- 
standing of mixture, shades, and grades of colors is paid no attention 
to : which is the more to be pitied, as Tyndall, in a prophetic anticipa- 
tion of the future of a higher developed sense of color, points to the 
existence of a wealth of colorsas yet undreamt of. Canon Farrar, of 
Westminster Abbey, says, in a lecture before the London Society of 
Arts: "Each neglect of art as a means of education must carry 
with it great drawbacks. We give early instruction in reading, 
writing and arithmetic, but the far more important development of 
feeling and understanding for all that is beautiful is shown to be 
completely neglected. The same child, who can tell you how many 
pounds of meat he can get for a shilling, hasprobabl} 7 never inhaled 
the odor of a rose with exalted feelings. Let us, then, before all, 
begin with the culture of the senses in our homes and schools." 

And now, as to the child himself. Observe his nature, his activity. 
Science maintains that the strength of the senses of the child till his 
eighth year is greater than that of an adult, and later on diminishes. 
This becomes manifest when we consider what he acquires, without 
our teaching, by the activity of his senses within the first four years, 
two of which are passed without the means of speech. The child 
wants to know, wants to learn, but not by passively receiving. 

He ' himself wishes to see, hear, taste, feel, and smell ; he, so to 
speak, dictates the course of his own teaching. Free conclusions of 
reasons lead the child to free investigations about the what, how, 
why, and when. The great principles of alternating influences, of 
continual permutation of matter, the incorporation of that which 
was, is, and will be, does not enter his young fresh child's soul as 
science, but as a perception of his senses leading to reason. This is 
the time when the beauty, the harmony, and the laws of life must 
enter, like fertilizing sunbeams, in the emotional life of the child. 
The child knows it; he wishes to strive with his own powers for this 
self-education. He instinctively reaches for form and color. 

This constantly reaching after the use of forms in its individual 
and national value has impressed the mind of many prominent 
leaders of education. 



54. The Connecting Link. 

Wishing to assist in this just demand, I experimented at its solu- 
tion foryearsby reason and by means of objects. Each proceeding 
carried the weight of practical experience, gained from the small 
child, to the adult. What appears is but the statement of happy 
results achieved — the incorporation of children's Joy I 

If. Chart 1.— Form and Color. 

Child's earliest training in color sense. 

The child having been playingly impressed with the existence 
of colors and their modifications by the mother (see Baby's Delight. 
in Conscious Motherhood) may also be playingly familiarized in 
the Kindergarten by a glass prism — telling the fact that color is an 
effect of light. (See E. Marwedel's Botany, " The Twin Sisters," "Air 
and Light.") This should be followed by observing the spectrum 
(from all sides), and being led to observe repeatedly the rainbow in 
its metamorphic change of glowing and subdued colors ; the beauti- 
ful interchanging flow of tints and shades in a sunset ; the moon 
with her purified silvery rays, lightening the dark side of the world, 
speaking in her grotesque individual language by her long-stretched 
shadows, a miracle to each young child. The shades falling on the 
waves of the water, falling on the hills and valleys, on the foliage of 
trees and fields at different times of the day and the seasons should 
touch its poetical nature with the great rhythm of harmony, impress- 
ing it for ever and ever with the intensity of all things, and|this at an 
age when discord and separatism have not yet destroyed the idea of 
the great brotherhood of all that exists. 

Not less should our own school rooms be educational. The 
rosy tint— the effect of sunlight — of some red curtains falling on the 
walls of my kindergarten served the purpose; so any other effect 
of light and color in nature and in pictures. The school garden 
with its flower beds; the choice of flowers for bouquets, picked fresh 
from the own garden for mother and loving friends ; the filling of 
vases with flowers for the school rooms were performed aesthet- 
ically and discriminatingly. Even rainy days had to demonstrate 
that the gray color effects soothingly the poetical home comfort. 

These influences direct the child to see, and to live in color effects, 
and to seek for tin rri. 

"Why." asked a mother, "does my little girl (five-and-one-half 
years old) so often look up to the clouds, enjoying their coloring, 
and want me to have the same pleasures?" 

" Watching the colors" was the term among the five and six year 
old aesthetics. There was no teaching, but undeniably a self-educa- 
tion in the conception of the beautiful, fostered by exercise and the 
knowledge and sympathy on the part of the teacher. The usual 
curriculum in the kindergarten begins by introducing, first the. 



The Connecting Link. 55 

primary, then secondary colors in connection with the work. I 
never yielded to this, conceiving the impossibility of exciting in this 
manner the refinement of color sense, very desirous, however, 
to restrict the number of color impressions to three, I use the pri- 
mary colors in their tints and shades. 

Yellow, less glaring than red, was first used. Yellow was shaded 
almost to brown, the red to cardinal. The series of linear combina- 
tions in sewing, including the square divided diagonally, was executed 
in yellow. 

Blue in its scale from light to dark served the second series, the 
oblong divided diagonally; while red, shaded into cardinal, was 
used for illustrating individual combinations of principles — called 
applications. This was also practiced by my Training Class. 

This considered four points: 1st, the power of seeing each color 
by itself; 2d, comparatively to each other; 3d, comprehensively as 
a unity of colors leading to combinations less crude in conception 
and execution, allowances being made to break the glaring effect 
of contrasts in every direction. Different tints of one color pre- 
sented to the child on pieces of stiff pap< r, often in eight tones, were 
not seldom more quickly and better distinguished by the children 
than by the students. However, the highest scientific understand- 
ing of color, "as color," and scientifically approved relation of each 
to another affects no higher qualities in human development; with- 
out the spiritual relation of the laws of the beautiful from within — 
that is by the individual culture of the emotions capable of amelio- 
rating the idea and the higher nature of things — color knowledge 
remains but a professional training. 

The danger involved must not be overlooked. Criticism issharp 
and restless — negative. The American Nation is a critical one. 
Plasticity wants rest, wants peace, and affirmation, for creative powers. 

From the mere scale of order to symmetry, from symmetry to the 
rhythm of harmony, to an elevated conception of art and its creative 
forces, is a long distance. 

With perception as its guide the man in the child depends on its 
own self-activity. To the Nation falls the obligation to nourish and 
strengthen the capacities necessary to reach the goal if possible; not 
for the sake of an artist, but for the creation of happy cultured 
beings in the scale of a progressive humanity able to comprehend the 
law in beauty and beauty in law, the created in the creator. 

For j^ears I have tried to introduce by means of instruction in 
drawing and coloring, a certain grade of general culture, without 
which no clear conception of man himself, or of his environments, 
is possible. Botany in its general attractiveness and moral spirit 
in developing human constructive instead of destructive faculties 
seemed to be best adapted. 



^6 TJie Connecting Link. 

A botany written for this two-fold purpose cultivates the poetry oi 
plant-life without destroying scientific truth, fulfilling the mission 
of bringing the child in daily contact with the beauty of nature by 
drawing and coloring the objects placed under investigation, opening 
the widest field for the studies of the harmony revealed in the tints 
and shades and hues of nature. 

The colored forms used in outlining are, therefore, changed to 
colored rings and half rings of different sizes, enabling the child to 
combine them in pleasing forms and colors at an age when no other 
material can be used for the same purpose. 

Some colored charts give direction, but may be obtained as un- 
colored lithographs. 

Charts for practice in mind pictures, identical with form and 
color figures to recognize arithmetical diversities, can be obtained 
with the ellipsoids free of charge. 

Send for circular "A System of Child's Culture,'' by Emma Marwedel, free of charge, 
from D. C. Heath Publishing House, Boston, Mass. Mrs. Grant, agent of Miss Marwedel. 
at Chicago, 111., 2312 Indiana avenue. 



PRICE-LIST. 

Balls per 100 $4 00 

Investigations. Printed matter. 

Sewing Cards " 100 1 00 

» •' •• 500 4 00 

Will be improved by names. Printed matter. 

Uucolored Ellipsoids, two sizes per 1000 2 50 

■ '• 500 1 50 

Colored " " " '• 1000 3 75 

" •• '• •• ■' 500 2 00 

Uncolored Hemispheres, two sizes " 1000 2 50 

Printed Matter. 

Uncolored Hemispheres, two si/.es " 500 1 50 

Colored " ■' " " 1U00 3 75 

" •• " •• • 500 2 00 

Uncolored Rings, three sizes " 1000 2 50 

" - » •• " 500 1 50 

Colored " " " " 1000 3 75 

" •• 500 2 00 

Uncolored Guide Book 50 

Conscious Motherhood 2 00 

Childhood Poetry and Studies 25 

Conte Pencils (assorted colors) per doz 1 "0 

" " ". " " half doz 00 

Forms of stiff paper to be cut with knife. 

I, II, III, (1 doz. samples each) 75 

Fms in wood 25 or 50 samples. 



Testimonials. 

Extracts from Letters received by Miss Marwedel, 
with permission to publish. 



57 



I am pleased with Miss Marwedel's development of elementary drawing for kinder- 
garten and primary work. It is philosophically correct, and delightfully practical. 
Altogether, her modified plan of work seems to me to be a real and solid advance and 
improvement. The abstract of the work on Motherhood indicates a manual of great 
value. 

JOHN SWETT, 
/'/■in. Girls' High and Normal School, San Francisco. 
May 10, 1882. 



Normal Park, III., Aug. 2, 1884. 
My dear Miss Marwedel : 

Your plan of kindergarten work, so far as I can see, is entirely philosophical. 
It is true to child nature, and adapted to its wants. We need very much a plan of 
development into science, drawing, form, and color, that will take the child from the 
kindergarten up through the primary schools. When I can get the steps of your plan, 
so they can be used, I shall try it in primary schools with great confidence. 
Yours very truly, 

FRANCIS W. PARKER. 



Normal Park, III., Aug. 5, 1884. 

To WHOM IT MAY CONCERN : 

Aside from being much pleased with the general interest which Miss Emma 
Marwedel induced in us for the kindergarten during her short stay at Normal Park, we 
were taken with the novelty and reasonableness of the system of drawing presented by 
her. which finds its primary elements in the circle rather than in the right line, as is 
the case with common systems. Nature is rich in curves and poor in straight lines ; 
we hopefully await the future of that educational drawing which seeks perfection of 
sense concepts rather than the artistic as its end. Surely the system as outlined for us 
by San Francisco's great kindergartener tended in this line, and we wish it God-speed 
in its developments. 

HENRY D. HATCH, 
Prin. School No. 2, Moline, III. 
W. W. SPEER, 
Teacher of Mathematics in the Cook County Normal School. 
(Taking kindergarten work at Summer Institute, Normal Park, 111.) 



28 Main Street, 

Hartford, Conn., June 17, 1885. 
Dear Miss Marwedel : 

... I sympathize with you heartily in the importance you attach to the mother 
element in child culture; properly educated herself, the mother's nursery and home 
would be the true kindergarten for the infant and young child ; but as mothers and 
homes are, we must look to well-trained kindergarteners to perform that function prop- 
erly. . . . Yours truly, 

HENRY BARNARD. 



58 Testimonials. 

July 19, 1882 
Miss Emma Marwedel. 

Dear Madam: I thank you for your patient explanation of the details of your plan to 
substitute lessons on the globe and the circle for the straight line figures, that Froebel 
introduced in the first lessons of the kindergarten course. 

While I am not prepared to say that I see the truth of your position beyond all possi- 
bility of change of opinion, yet I am now inclined to think that you have brought for- 
ward a genuine improvement to the old plan of teaching the drawing lessons in the 
kindergarten. It seems as if Froebel would have taken your course, if he had seen how 
to make the minutely graded steps that you have made in giving the use of curved lines to 
the pupil at so early a stage. No doubt your plan will interest the pupil more, and will 
give him better powers of seeing unity of form in nature, and hence develop the artistic 
talent more securely. * 

Respectfully, 

W. T. HARRIS. 



Berkeley, Cal. 
Miss Emma Marwedel, San Francisco. 

Dear Madam; I am much pleased to see, from the prospectus just received, that your 
work, connecting by an easy, interesting, and logical method of progression the kinder- 
garten instruction as established by Froebel, with the " study. of the life and forms of 
nature," is soon to be before the public. I cannot too strongly express mj- sense of the 
importance of accomplishing what is directly contemplated by your expansion of Froebel's 
system, namely, the early training of the child to habits of accurate perception and 
observation of nature. The great majority of men and women pass through the world 
as those who, although having eyes, see not; and it is with difficulty that the graduates 
of our grammar schools, and even of our high schools, strive to make up, in later life, 
for the omission to provide for the training of their perceptions, that is so flagrant a gap 
in our educational system and diverts so many lives from their proper aims. The effect 
of kindergarten training, as usually, understood, upon success in the later study of the 
sciences is most striking ; but there is no reason why this advantage should not be more 
fully realized by a direct introduction of the forms of nature into kindergarten training : 
and this is admirably carried out in your work in the direct and comparative juxtaposi- 
tion of the geometrical circle with such forms, showing their mutual relations. But 
apart even from the kindergarten proper, the idea is a fruitful one for use in the ordin- 
ary schools of drawing as well ; and the whole cannot fail to suggest to teacher as well 
as pupils a different and much higher plane than that on which such exercises are com- 
monly conducted. I earnestly hope that your work, and the principles it sets forth, 
may find the widest acceptance among the educators of the young. 

Sincerely yours, E. W. HILGARD. 



State of Maryland, Education Department, 

Baltimore, Md. 
Miss Marwedel has explained to me her system of child training from the cradle up- 
wards. I have great confidence in her methods, and await with some impatience the 
publication of the book which she has in preparation on the subject. I feel assured it 
will make an impression, and lead to good results. 

M. A. NEWELL. 

Superintendent, etc. 



Testimonials. 59 

I have read the manuscript with great pleasure, and should be delighted to see it pub- 
lished. Your circular system leads the child at once to life, beauty and nature instead 
of dead matter. 

LOUISA P. HOPKINS, 
Supervisor of Schools, Boston. 



Philadelphia, Pa. 
No woman in the country is more competent to write on earliest education and the 
kindergarten than Miss Marwedel. I have examined her work and believe its publica- 
tion will be serviceable in promoting a better knowledge of Froebel's philosophy and 
methods. 

JAS. MACALISTER, 
Supt. Public Schools, Philadelphia. 



4815 Kenwood Avenue, 

Chicago, Oct. 6th . 
My dear Miss Marwedel : 

I think it must be a great satisfaction to you to realize that while so many folks 
are groping about for the proper expression of Froebel's theoretical idea, you are able 
to take so many elements of beauty into a child's life and by your material bring the 
true art principle down within the baby's hand and heart. I wish we might all learn 
from you of the true feeling of beauty which must come before the knowledge of it and 
that we might all if we would, lead this sub-conscious stage of growth into a far higher 
realm than we have ever attempted to reach. 

With love, 

ALICE H. PUTNAM. 

Mrs. Alice H. Putnam being the first to order the ellipsoids writes as follows: " I 
hope to hear that your material is largely used, for I believe it is adequate. Especially 
do I feel so about the cutting in wood which comes to me to fill an " aching void " left 
by the production of Sloyd that only speaks of use in its utilitarian sense and so far as I 
have been able to see, totally ignores beauty, or anything approaching beauty, except 
perhaps strength. Better days will come for my grand children! ' 

And further on 

" It made the tears come, to read the manuscript you sent me on color and to realize 
that while nature is so free in her gifts of color, so true in her method of developing 
this sense we have been so blind and stingy and so wrong in our use of it. I shall be 
glad to have all of your thoughts in this big question in black and white. You have 
said much of it in your 'Conscious Motherhood' that is available, and I have used the 
book in my classes." 



Washington, D. C, Oct. 28, 1890. 
My Dear Miss Marwedel: 

I wish I had both time and ability to write volumes, for I feel that too much 
cannot be said in favor of your ingenious works of art for children. Those beauti- 
ful drawings and harmonious blending of colors which you showed me it was pos- 
sible to produce have been a great delight as well as a great help to me. I have 
used your colored charts with very satisfactory results and hope to accomplish much 



60 Testimonials. 

more with the rings and ellipsoids. From the slight experience L have had in using 
your gifts I am confident that nothing but good results will follow. I feel sure that 
your method of the curved lines will open a wide field of development for the 
young. Yours very sincerely, 

LOUISA MANN, 



Chicago, Oct. 7, 1890. 
I take pleasure, in recommending Miss Emma Marwedel's color forms. I have used 
them and find them exceedingly interesting and instructive. 

EVA B. WHITMORE. 
General Superintendent of Chicago Free Kindergarten Association. 



I most heartily recommend the use of Miss Marwedel's color forms. The colors har- 
monize well and are restful to the eyes. The forms also are most satisfactory, as exper- 
ience has proved. 

MRS. MARY McC. B. PAGE. 
Principal of Chicago Free Kindergarten Training Glass. 



Among the testimonies to Conscious Motherhood, accept that of Mrs. Alice H. Put- 
nam and of "Books" in -'Parent's Review, " London, England, published by W. H. 
Allen & Co., 13 Waterloo Place. Edited by Charlotte M. Mason. "The book has 
been very well received by the American press and deserves the praise bestowed on 
it, but for all of its 500 pages it is too short or rather too sketchy. It is of course 
one long address by one who understands children but twenty volumes would hardly 
be enough to lay Miss Marwedel's subjects fully open. The author shows the full- 
est appreciation of the importance of the subject. The whole book is a logical but 
original development of Froebel and we are sure the author would claim that it 
leads children to the maximum effect with the minimum waste of time and temper. 



60 Testimonials. 

more -with the rings and ellipsoids. From the slight experience L have had in using 
your gifts I am confident that nothing but good results -will follow. I feel sure that 
your method of the curved lines will open a wide field of development for the 
young. Yours very sincerely. 

LOUISA MANN, 



Chicago. Oct. 7. 1890. 
I take pleasure in recommending Miss Emma Marwedel"s color forms. I have used 
them and find them exeeedinglv interesting and instructive. 

EYA B. WHITMORE. 
General Superintendant of Chicago Free Kindergarten Association. 



I most heartily recommend the use of Miss Marwedel's color forms. The colors har- 
monize well and are restful to the eyes. The forms also are most satisfactory, as exper- 
ience has proved. 

MRS. MARY McC. B. PAGE. 
Principal of Chicago Free Kindergarten Training Class. 



Among the testimonies to Conscious Motherhood, accept that of Mrs. Alice H. Put- 
nam and of -Books"' in -'Parent's Review." London, England, published by W. H. 
Allen & Co.. 13 Waterloo Place. Edited by Charlotte M. Mason. -The book has 
been very well received by the American press and deserves the praise bestowed on 
it. but for all of its 500 pages it is too short or rather too sketchy. It is of course 
one long address by one who understands children but twenty volumes would hardly 
be enough to lay M;ss Marwedel's subjects fully open. The author shows the full- 
est appreciation of the importance of the subject. The whole book is a logical but 
original development of Froebel and we are sure the author would claim that it 
leads children to the maximum effect with the minimum waste of time and temper. 



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